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Relationship Between Complex Syntax and Non-native Reading Comprehension
Education Journal
Volume 4, Issue 6, November 2015, Pages: 356-361
Received: Aug. 22, 2015; Accepted: Sep. 21, 2015; Published: Dec. 30, 2015
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Fateme Hemati Kolavani, Department of Human Science, Shahsavar University, Mazandaran, Iran
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This study aimed to investigate the relationship between complex syntax and L2 comprehension. The participants were selected from among a high school in Rasht. For this purpose, 30 learners, who were in third grade of high school (aged 17 - 18 years old), participated in this study. Having being tested by a questionnaire (20 questions that tested syntax) 16learners were strong students selected and they were allocated into experimental group and 14 students were weak students and were allocated into control group. Then both groups sat for reading test, which was a reading comprehension test from steps to understanding book. The purpose of this test was to measure the learners’ reading comprehension ability. Afterwards, the scores were analyzed and strong students got good marks but weak students got bad marks. It was explored from the study that learners’ reading comprehension improved more when they were provided with the syntax. It was concluded that syntactical knowledge has a positive effect on learners’ reading comprehension ability.
Syntactic, Explicit Knowledge, Implicit Knowledge, Syntactic Skills
To cite this article
Fateme Hemati Kolavani, Relationship Between Complex Syntax and Non-native Reading Comprehension, Education Journal. Vol. 4, No. 6, 2015, pp. 356-361. doi: 10.11648/
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