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Description
This study conducted with intermediate-level college students tried to clarify whether teaching conjunctions and relative pronouns had a positive effect on verb recognition, and whether this effect is influenced by proficiency level. The effect was examined from two perspectives: a statistical analysis of the increase scores on the verb recognition test, and open-ended responses regarding students’ impressions of the instruction. Both analyses revealed a definite learning effect and demonstrated the significance of the instruction.
Abstract section 5: References
・Alderson, J. C. (1984). Reading in a foreign language: a reading problem or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 1-27). Longman.
・Barnett, M. A. (1986). Syntactic and Lexical/Semantic Skill in Foreign Language Reading: Importance and Interaction. The Modern Language Journal, 70 (4), 343-349.
・Crosson, A. C., & Lesaux, N.K. (2013). Does knowledge of connectives play a unique role in the reading comprehension of English learners and English-only students? Journal of Research in Reading, 36 (3), 241-260. https://doi.org/10.1111/j.1467-9817.2011.01501.x
・Eskey, D. E. (1988). Holding in the bottom: an interactive approach to the language problems of second language readers. In P. Carrell, J. Devine & D. Eskey (Eds.), Interactive Approaches to Second Language reading (pp. 93- 100). Cambridge University Press.
・Geva, E. (1986). Reading Comprehension in a Second Language: The Role of Conjunctions. TESL Canada Journal , 3, 85-96. https://doi.org/10.18806/tesl.v3i0.996
・Shiotsu, T. (2010). Components of L2 Reading: Linguistic and processing factors in the reading test performances of Japanese EFL Learners. Cambridge University Press.
・Yamashita, J. (1999). Reading in a First and a Foreign Language: A Study of Reading Comprehension in Japanese (the L1) and English (the L2) [Doctoral Dissertation, Lancaster University]. EThOS. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.
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・Zhang, D. (2012). Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study. The Modern Language Journal, 96 (4), 558-575.
・藤田 賢 (2019).「英語と日本語による一貫性・結束性判断と英文理解の関係」『愛知学院大学文学部紀要』49 , 81-92. 愛知学院大学.
・増田将伸 (2011).「文法理解を基盤とした英文読解のための方略―英語が苦手な大学生のために－」『甲子園大学紀要』38, 77-86. 甲子園大学.
Abstract section 2: Contribution/research questions
This study investigates whether teaching conjunctions and relative words to intermediate English learners in their first year of university over a specific period within a one-year course effectively improves their ability to recognize verbs within a single English sentence. It also aims to clarify whether the effectiveness of this instruction is influenced by proficiency levels. Furthermore, it observes students' impressions of receiving this instruction and any differences in their attitudes toward reading English sentences.
Abstract section 1: Relevance
After the question by Alderson (1984), various variables in the L2 reading process were clarified. Barnett (1986) showed both lexical and syntactic elements influence L2 reading, and Eskey (1988) highlighted the importance of L2 language processing ability. Yamashita (1999) and Zhang (2012) clarified lexical knowledge, rather than grammatical knowledge, influences L2 reading ability, while Shiotsu (2010) stated grammatical knowledge has a greater impact. Geve (1986) and Crosson and Lesaux (2013) focused on conjunctions and demonstrated understanding them is effective for English reading comprehension. Furthermore, Fujita (2019) and Masuda (2011) suggested the necessity of teaching cohesions and English sentence structures.
Abstract section 4: Outcomes/results
Analysis of the difference in scores on the verb recognition test (n=41) before and after instruction revealed a significant difference (p=.001) with a large effect size (r=.51).
Furthermore, analyzing them by proficiency level revealed that the higher proficiency group (n=22) showed a significant difference (p=.004) with a large effect size (r=.61). However, the lower one (n=19) showed no significant difference, but it indicated a moderate effect size (r=.37).
In comments, most participants described positive feedback indicating they felt the instruction was effective. The statistical analysis results and comments suggest learners enhanced their ability to recognize verbs through this instruction.
Abstract section 3: Content/method
Before teaching conjunctions and relative words, a verb recognition test was administered. Following this, the basic usage of them, along with the sentence patterns they can form, were explained, and ten instructional sessions were conducted. Afterward, the test was administered again, and the difference in average scores between the two tests was statistically analyzed. Additionally, comments regarding impressions of the instruction and changes in attitudes toward reading English sentences were collected and observed.
| Title | The Effect of Teaching Conjunctions and Relative Words |
|---|---|
| Teaching Context | College and university education |