A Comparative Study on the Effect of Varied Reading Input on Discourse Signaling Awareness

Autor/in	Gürergene, Elif
Titel	A Comparative Study on the Effect of Varied Reading Input on Discourse Signaling Awareness
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 2, S.27-37 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Comparative Analysis; Reading Processes; Form Classes (Languages); Reading Materials; Teaching Methods; High School Students; Foreign Countries; Scores; Learning Processes; Linguistic Input; Second Language Learning; Second Language Instruction; Language Tests; Role; English (Second Language); Reading Comprehension; Metalinguistics; Cloze Procedure; Pretests Posttests; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Leseprozess; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Learning process; Lernprozess; Sprachbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Rollen; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Metalanguage; Metasprache; Lückentext
Abstract	This study has recently been conducted to find out the effect of extensive exposure to reading materials and of moderate amount of exposure supported by explicit instruction on enhancing discourse signaling awareness. Data analyzed quantitatively came from test scores of 36 high school students at elementary level in Istanbul, Turkey, divided into two groups who were treated through a certain type of learning/teaching method over a two-week period. Unlike the first group who were instructed to read 28 reading passages with six target conjunctions embedded in them (and, or, but, so, because, although) the second one was provided 14 reading passages, and a handout with exercises on the target conjunctions, supported with explanations on the handout. It was found that those who were exposed to extensive amount of reading statistically performed better in the final test. Those who were exposed to moderate amount of reading input plus instruction performed better, as well, albeit not statistically. However, performances between the groups in the final test did not differ significantly. Further, to earn a qualitative dimension to the study, participant evaluation reports were collected, coded, and analyzed. Sentences in reports beginning with "I realized …, I understood …" or "I have noticed that …" can be an evidence that they may go on doing reading activities in a more conscious manner. Pedagogical implications in a nutshell suggest that reading comprehension can be achieved through reading itself. Still teachers can find individualized ways for their students to read in their L2. Suggestions for future research are also included. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01