Journal Articles

Chinese L1 schoolchildren reading in English: The effects of rhetorical patterns

Title:
Chinese L1 schoolchildren reading in English: The effects of rhetorical patterns
Authors:
- Sharp, Alastair English Dept., Lingnan University
Source:
Reading in a Foreign Language, 14(2), 2002
Publisher:
Meena Singhal & John I. Liontas
Year Published:
2002
Education Categories:
Keywords:
Classroom Techniques Cloze Procedure English (Second Language) Foreign Countries Measures (Individuals) Reading Comprehension Reading Instruction Recall (Psychology) Second Language Instruction Second Language Learning Hong Kong
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Secondary Education
Related Links:
- View Full Text 全文連結
Abstract:
Reading comprehension can be seen as a process dependent on the interaction of 'topdown' and 'bottom-up' processes. An important, but neglected, feature of this process concerns the effects of rhetorical organization. This article describes an experiment in which four rhetorically different texts, with identical subject matter, were read by 490 Hong Kong Chinese school children (mean age 14.1), studying in English (their L2). Comprehension was measured by a cloze procedure and by recall protocols. One way ANOVA was used to investigate the effects of different texts on the test scores. The results showed a clear difference in comprehension between the text types and suggest that pedagogical support to increase awareness of rhetorical patterns would be beneficial.
[Copyright of Reading in a Foreign Language is the property of Meena Singhal & John I. Liontas.
Access via Directory of Open Access Journals: http://nflrc.hawaii.edu/rfl/]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 02642425
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/6f00f88a
Entry Date:
2010-11-24