Reading Strategy Use in Iranian Young Learners’ Classrooms Through a Task-Based Syllabus

With regard to the impossibility of preparing learners for each situation that they might encounter in their life, it is more logical to teach them how to cope with unexpected challenges. Helping learners ‘learn how to help themselves’ can be facilitated by means of tasks and activities in the classroom context. This paper presents some of the findings of a study on Iranian young learners between the ages of 13 and 17, learning English as a foreign language. The main aim of the study was to examine the effect of task-based strategy instruction on junior and senior high school learners’ reading comprehension performance, and in the process, several factors influencing the classroom acquisition of English became evident. From among these, the emergence of strategies will be discussed in this paper.