Please enter verification code
Confirm
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
Views 4098      Downloads 128
Author
Fateme Hemati Kolavani, Department of Human Science, Shahsavar University, Mazandaran, Iran
Article Tools
Follow on us
Abstract
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.
Keywords
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/j.edu.20150406.16
References
[1]
Amidon, A. & Carey, P. (1972). Why five - year - olds cannot understand before and after. Journal of Verbal Learning and Verbal Behavior, 11, 4117 - 423.
[2]
Andersen, R. (1984). The one - to - one principle of interlanguage construction. Language Learning, 34, 77 - 95.
[3]
Bernhardt, E. B. (2003). Challenges to reading research from a multilingual world. Reading Research Quarterly, 38, 112 - 117.
[4]
Bernhardt, E. (2003b). Examining the role of syntactic proficiency in second - language reading comprehension. Presented at the National Reading Conference.
[5]
Bernhardt, E. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133 - 150.
[6]
Tunmer, W. E. & Hoover, W. A. (1992). Cognitive and linguistic factors in learning to read. In P.P. Gough, Ehri, L. C. & Treiman, R. (Eds.), Reading Acquisition (pp. 175 - 214. Hillsdale, NJ: Lawrence Erlbaum.
[7]
Tunmer, W. E., Nesdale, A. R., & Wright, A. D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology, 5, 25 - 34.
[8]
Turner, E. A., & Rommetveit, R. (1968). The acquisition of sentence voice and reversibility. Child Development, 38, 649 - 660.
[9]
Ulijn, J. M. & Kempen, G. (1976). The role of the first language in second language reading comprehension. In G. Nickel (Ed.) Proceedings of the 4th International Congress of Applied Linguistics, Vol. 1. Stuttgart, Hochschulverlag, 494 - 507. Cited in Alderson & Urquhart (eds.) 1984.
[10]
Venezky, R. I. (1970). The structure of English orthography. The Hague: Mouton.
[11]
Yngve, V. H. (1960). A Model and a Hypothesis for Language Structure. Proceedings of the American Philosophical Society, Vol. 104, no. 5. 444 - 466.
[12]
Zobl, H. (1986). A functional approach to the attainability of typological targets in L2 acquisition. Second Language Research, 2, 16 - 32.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186