A Comparative Study Between Syntactic Structure Identification Training and Integrated Reading Strategy Training in Teaching English Sentence Reading
Title
A Comparative Study Between Syntactic Structure Identification Training and Integrated Reading Strategy Training in Teaching English Sentence Reading
Keywords: No Keyword
A Comparative Study Between Syntactic Structure Identification Training and Integrated Reading Strategy Training in Teaching English Sentence Reading
Keywords: No Keyword
Authors
Dr. Natchaya Chalaysap
School of Language and Communication
National Institute of Development Administration
Dr. Natchaya Chalaysap
School of Language and Communication
National Institute of Development Administration
Bio Data
Dr. Natchaya Chalaysap is an Associate Professor of the School of Language and Communication National Institute of Development Administration in Sereethai Road, Klongchan, Banhkapi, Bangkok 10240, Thailand.
Abstract
The objectives of this experimental study were (1) to compare the effectiveness of syntactic structure identification training and that of integrated reading strategy training in teaching sentence reading comprehension; (2) to identify the relationship between syntactic/sentence structure analysis and sentence comprehension and between translation and sentence comprehension; and (3) to analyze the errors in the students’ translated sentences to find out their strategies in comprehension the text. The subjects were two groups of M.A. students from the School of Public Administration, National Institute of Development Administration (NIDA), who enrolled in LC 4001 Reading Skills Development in English for Graduate Studies I, in the first semester of the academic year 2008. The scores from the pre-test in both groups were matched to have students with more or less the same ability in the control group and the experimental group (30 students in each group). The control group was trained on syntactic structure identification for 24 hours and on sentence interpretation for 12 hours, while the expire mental group was trained on integrated strategies for 12 hours and sentence interpretation for 6 hours. Two tests were used as the research interments. It was found that in the first test the experimental group had a significantly higher mean the the control group in translation and comprehension, but no significant difference wash found in sentence analysis. In the second test, the experimental group was also superior to the control group in sentence interpretation, while mean scores of the pre-test and the post test in the latter group was found to have no significant difference. This indicated that integrated reading strategy truing was more effective than structure identification training. As for their reading process as reflected by the error in translation, it was found that many students often overlooked connectives and supplied their own translation, resulting in misinterpretation of the text and that the vocabulary problem mainly caused them to activate a wrong schema and thus misinterpret the text, while the main syntactic problem was comprehending nouns with pre-noun modifiers, expressions, and an unusual word order of the sentence.
The objectives of this experimental study were (1) to compare the effectiveness of syntactic structure identification training and that of integrated reading strategy training in teaching sentence reading comprehension; (2) to identify the relationship between syntactic/sentence structure analysis and sentence comprehension and between translation and sentence comprehension; and (3) to analyze the errors in the students’ translated sentences to find out their strategies in comprehension the text. The subjects were two groups of M.A. students from the School of Public Administration, National Institute of Development Administration (NIDA), who enrolled in LC 4001 Reading Skills Development in English for Graduate Studies I, in the first semester of the academic year 2008. The scores from the pre-test in both groups were matched to have students with more or less the same ability in the control group and the experimental group (30 students in each group). The control group was trained on syntactic structure identification for 24 hours and on sentence interpretation for 12 hours, while the expire mental group was trained on integrated strategies for 12 hours and sentence interpretation for 6 hours. Two tests were used as the research interments. It was found that in the first test the experimental group had a significantly higher mean the the control group in translation and comprehension, but no significant difference wash found in sentence analysis. In the second test, the experimental group was also superior to the control group in sentence interpretation, while mean scores of the pre-test and the post test in the latter group was found to have no significant difference. This indicated that integrated reading strategy truing was more effective than structure identification training. As for their reading process as reflected by the error in translation, it was found that many students often overlooked connectives and supplied their own translation, resulting in misinterpretation of the text and that the vocabulary problem mainly caused them to activate a wrong schema and thus misinterpret the text, while the main syntactic problem was comprehending nouns with pre-noun modifiers, expressions, and an unusual word order of the sentence.
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See page: 43 – 56
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Category: Main Editions, Volume 11 Issue 5
