The impact of raising awareness of textual patterns on Iranian EFL learners reading comprehension.

Any written text, just as spoken language, bears an interactive nature; the reader interprets it,’ the meaning being a matter of negotiation between the reader and writer ;( couther, 2000.9). one of the most significant purposes to read English texts is to become able to understand writers message and to communicate one’s own ideas or opinion. An aim of our experiments was to consider how text patterns (problem –solution, general –specific, claim –counterclaim, question –answer) guide learners to develop logical thought in order to acquire better reading skill. Forty EFL advanced learners participated in this study. The design of the study was semi-experimental consisting of pet-test, pre-test, post-test and control group. The study utilized Levene’s test to ascertain the homogeneity of the learners and paired sample T-test to examine the effect of instruction of the researcher on reading comprehension of experimental group. Results indicated that there was a significant difference between the performances of the experimental and control groups. This study demonstrates that teaching textual patterns of texts can lead to positive effects in EFL learners’ reading comprehension