The Impact of Formal Schemata on L3 Reading Recall

Autor/in	Salmani Nodoushan, Mohammad Ali
Titel	The Impact of Formal Schemata on L3 Reading Recall
Quelle	4 (2010) 4, S.357-372 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Rhetoric; English (Second Language); Language Proficiency; Second Language Learning; Recall (Psychology); Second Language Instruction; Foreign Countries; Turkish; Native Speakers; Indo European Languages; Pretests Posttests; Instructional Effectiveness; Teaching Methods; Reading Comprehension; Text Structure; Language Tests; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Rhetorik; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Abberufung; Fremdsprachenunterricht; Ausland; Türkisch; Muttersprachler; Indoeuropäisch; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Textstruktur; Language test; Sprachtest; Statistische Analyse
Abstract	Rhetorical structure refers to a complex network of relationships and the way the underlying ideas are organized within a text. This study was conducted to see whether explicit instruction of descriptive and causative text organization positively affected L3 reading recall. 240 Turkish students of EFL who had Persian as their second language were assigned to two groups (experimental and control) controlled for language proficiency with only the former receiving instruction in rhetorical organization. Comparison of pre-test and post-test written recall data showed that explicit instruction had a positive effect on L3 reading recall. It was also noted that the amount of L3 reading recall was a function of the type of rhetorical organization of reading texts. (Contains 8 tables and 2 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10