The Effects of Culture-Specific Rhetorical Structure on the Reading Comprehension performance of EFL Readers
Mei-Ling Lee, Pin-hsiang Natalie Wu, Chienkuo Technology University, Taiwan
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
The purpose of this study is to investigate the question would EFL students’ reading performance be affected by different linguistic contexts when reading expository texts. Four reading passages verified as inductively and deductively structured, given to four groups of 163 EFL college freshmen according to their levels of English reading proficiency. Each group read two passages in the opposite structure, either an inductive or deductive structure over a one week period for two consecutive weeks, and a set of 10 multiple-choice comprehension questions over the material covered in that text. The results showed that rhetorical text structure did have an effect on EFL students’ reading comprehension. The result showed that a deductive organization was better comprehended by EFL students, they revealed quantitative differences in favor of the reading passage written with a deductive rhetorical structure. By comparison, the low language proficiency group scored lower within the two reading passages both in inductive and in deductive structured texts.
Lee, M.L. & Wu, P.h.N. (2010). The Effects of Culture-Specific Rhetorical Structure on the Reading Comprehension performance of EFL Readers. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 701-707). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)