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The effects of textual styles on rea...

Tien, Hsia-fen Jen.

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The effects of textual styles on reading comprehension of EFL college students in Taiwan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of textual styles on reading comprehension of EFL college students in Taiwan./
Author:	Tien, Hsia-fen Jen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2096.
Contained By:	Dissertation Abstracts International49-08A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8820695

The effects of textual styles on reading comprehension of EFL college students in Taiwan.
Tien, Hsia-fen Jen.

The effects of textual styles on reading comprehension of EFL college students in Taiwan. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 156 p.

Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2096.

Thesis (Ph.D.)--The University of New Mexico, 1988.

This study investigates the effects of four textual styles (description, narration, exposition, and persuasion) on reading comprehension performance (as measured by four Cloze tests) of English-as-a-foreign-language college students in Taiwan. The main issue of this study is to examine which styles are more sensitive to the students' background knowledge (schemata). Twenty-five college students from National Taiwan Normal University, Taipei, Taiwan, Republic of China served as subjects, and a one-way repeated measures design was used to analyze the effects of textual styles. The following order of texts was employed: Text A, Description; Text B, Narration; Text C, Exposition; and Text D, Persuasion.Subjects--Topical Terms:

684418
Curriculum development.

The effects of textual styles on reading comprehension of EFL college students in Taiwan.
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100 1 $a Tien, Hsia-fen Jen. $3 3341624
245 1 4 $a The effects of textual styles on reading comprehension of EFL college students in Taiwan.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1988
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2096.
500 $a Chairman: Robert White.
502 $a Thesis (Ph.D.)--The University of New Mexico, 1988.
520 $a This study investigates the effects of four textual styles (description, narration, exposition, and persuasion) on reading comprehension performance (as measured by four Cloze tests) of English-as-a-foreign-language college students in Taiwan. The main issue of this study is to examine which styles are more sensitive to the students' background knowledge (schemata). Twenty-five college students from National Taiwan Normal University, Taipei, Taiwan, Republic of China served as subjects, and a one-way repeated measures design was used to analyze the effects of textual styles. The following order of texts was employed: Text A, Description; Text B, Narration; Text C, Exposition; and Text D, Persuasion.
520 $a "Equal covariance" was tested by using the Pearson product-moment formula. The correlations between styles were high and positive. A post hoc Scheffe test was employed to test the six hypotheses of this study.
520 $a It was found that five null hypotheses were not rejected. In other words, only one hypothesis was rejected: There was a significant difference between the comprehension of description and exposition texts. Higher scores reflected higher comprehension. In descending order, the comprehensibility of text styles ranked as follows: exposition, narration, persuasion, and description. Students had more difficulty comprehending the descriptive text. This might be explained by the relative lack of Western-style descriptive texts in the Chinese literary tradition.
520 $a The most significant implication drawn from the findings for EFL classroom teaching is for the selection of reading materials based on their textual styles and their cultural familiarity or unfamiliarity to students. Since selection of reading materials plays a very important role in building students' schemata, these findings will assist in EFL reading curriculum planning.
590 $a School code: 0142.
650 4 $a Curriculum development. $3 684418
650 4 $a Reading instruction. $3 2122756
650 4 $a Bilingual education. $3 2122778
690 $a 0727
690 $a 0535
690 $a 0282
710 2 $a The University of New Mexico. $3 1018024
773 0 $t Dissertation Abstracts International $g 49-08A.
790 $a 0142
791 $a Ph.D.
792 $a 1988
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8820695