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Relationship Between Complex Syntax and Non-native Reading Comprehension

Received: 22 August 2015     Accepted: 21 September 2015     Published: 30 December 2015
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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.

Published in Education Journal (Volume 4, Issue 6)
DOI 10.11648/j.edu.20150406.16
Page(s) 356-361
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Syntactic, Explicit Knowledge, Implicit Knowledge, Syntactic Skills

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.
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    Fateme Hemati Kolavani. (2015). Relationship Between Complex Syntax and Non-native Reading Comprehension. Education Journal, 4(6), 356-361. https://doi.org/10.11648/j.edu.20150406.16

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    Fateme Hemati Kolavani. Relationship Between Complex Syntax and Non-native Reading Comprehension. Educ. J. 2015, 4(6), 356-361. doi: 10.11648/j.edu.20150406.16

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    AMA Style

    Fateme Hemati Kolavani. Relationship Between Complex Syntax and Non-native Reading Comprehension. Educ J. 2015;4(6):356-361. doi: 10.11648/j.edu.20150406.16

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  • @article{10.11648/j.edu.20150406.16,
      author = {Fateme Hemati Kolavani},
      title = {Relationship Between Complex Syntax and Non-native Reading Comprehension},
      journal = {Education Journal},
      volume = {4},
      number = {6},
      pages = {356-361},
      doi = {10.11648/j.edu.20150406.16},
      url = {https://doi.org/10.11648/j.edu.20150406.16},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150406.16},
      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.},
     year = {2015}
    }
    

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    AU  - Fateme Hemati Kolavani
    Y1  - 2015/12/30
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    PB  - Science Publishing Group
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    AB  - 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.
    VL  - 4
    IS  - 6
    ER  - 

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Author Information
  • Department of Human Science, Shahsavar University, Mazandaran, Iran

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