چكيده فارسي :
In order to communicate effectively, EFL learners require considering a variety of linguistic, contextual, cultural, and interactional aspects of complex communicative process of English learning along with receiving appropriate tasks. The tasks of reading assessment are of paramount importance in EFL settings. The present study aimed at investigating the role of topic familiarization in reading comprehension skill through a quasi experimental study. Thus, the population of the study was 90 English students who were at upper intermediate level being sampled through convenient sampling in institutes in Zahedan and some neighboring cities. They were both male and female students studying English more than 4 years in schools, institutes or through self-study. The sampling method was convenient sampling and the participants were divided into two groups, namely experimental and control group. Both groups were supposed to do the same reading task. The control group received no treatment while the experimental group had the topic familiarization procedure in the class. The results of the study showed that the topic familiarity had a significant role in reading comprehension tasks and the more learners are familiar with the topic, the more they perform skillfully in their reading tasks.
