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

Elif Gürergene

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.

Keywords


Extensive Exposure, Explicit Instruction, Discourse, Conjunctions

Full Text:

PDF

References


Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, Longman.

Clarke, M. A. (1980). The short circuit hypothesis of ESL reading—or when language competence interferes with reading performance. The Modern Language Journal, 64(2), 203-209.

DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Method, 23, 2. pp. 136-155.

Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course. Routledge.

Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research notes, 12, 8-10.

Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. Longman.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press

Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.

Hirvela, A. (2004). Connecting reading & writing in second language writing instruction. University of Michigan Press.

Liu, Y. T., & Todd, A. G. (2016). Implementation of assisted repeated reading techniques for the incidental acquisition of novel foreign vocabulary. Language Teaching Research, 20(1), 53-74.

Martínez-Flor, A., & Usó-Juan, E. (2006). Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills. In E. Usó-Juan & A. Martínez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 3-25). Mouton de Gruyter.

McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University.

McDonough, J., Shaw, C., and Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Wiley-Blackwell.

Nakanishi, T. (2015). A Meta‐Analysis of Extensive Reading Research. Tesol Quarterly, 49(1), 6-37.

Nation, I. S. P. (2000). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle Publishers.

Pellicer-Sánchez, A. (2016). Incidental L2 vocabulary acquisition from and while reading: An Eye-Tracking Study’, Studies in Second Language Acquisition, 38(1), pp. 97–130.

Salataci, R. and Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a foreign language, 14(1), 1.

Saldaña, J. (2013). The coding manual for qualitative researchers. Sage Publications.

Schmidt, R. W. (1994). Implicit learning and the cognitive unconscious: of artificial grammars and SLA. In Ellis, N.C. (ed.). Implicit and explicit learning of languages. Academic Press

Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.




DOI: https://doi.org/10.7575/aiac.alls.v.10n.2p.27

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.