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

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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

2203-4714

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

2019

EJ1230395