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An Empirical Study of Textual Pattern in Extensive Reading Teaching

Author: PanChunYing
Tutor: WangRui
School: Heilongjiang University
Course: Foreign Linguistics and Applied Linguistics
Keywords: textual pattern comprehension proficiency reading strategy attitude
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 42
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Abstract


This study aims to investigate how textual pattern teaching facilitates extensive reading course. The study contains analyses of students’changes in the following three aspects: comprehension proficiency, application of reading strategy and readers’attitude toward reading. A detailed analysis is conducted to illustrate how textual pattern teaching affects the application of reading strategy. A teaching model is also conducted to integrate textual pattern teaching into the traditional teaching model so that the empirical aim can be achieved.Reading strategy teaching is an essential part of extensive reading course. The application of reading strategies is one of the biggest differences between good readers and poor readers. The most widely acknowledged factors which affect reading strategies are age, gender, vocabulary, attitudes and textual knowledge. Based on researches, observations and interviews, the author notices that the knowledge of macro-text, such as pattern, mode and genre, can facilitate the application of reading strategy and there are no empirical studies that aim systematically to investigate the influence of textual pattern on reading strategy and readers’attitude. Six types of textual patterns are selected and applied in the study including problem-solution pattern, question-answer pattern, general-specific pattern, claim-counterclaim pattern, narrative pattern, one-embedded-another textual pattern. And three broad categories of reading strategies are investigated in the study in terms of metacognitive, cognitive, and social/affective reading strategies. Besides, the author also conducts a study to test how much textual pattern contributes to students’comprehension proficiency and to describe students’attitude with the comparison of traditional extensive reading teaching. To this end, the study will address the following research questions:(1) Does textual pattern teaching in extensive reading class bring a better comprehension result than the traditional extensive teaching?(2) Does teaching extensive reading in the perspective of textual pattern play a positive role in students’application of reading strategies?(3) What is students’attitude towards extensive reading in the textual pattern teaching approach?Quantitative and qualitative researches are employed in the study. Findings from the research suggest the students’comprehension proficiency in experimental class is better than that of the students in the control class. Secondly, textual pattern teaching in extensive reading class positively influences the application of students’reading strategy. Thirdly, empirical students take a more positive attitude towards extensive reading than students in the traditional approach. Thus, teachers should apply textual pattern teaching in their extensive reading course. Besides, teaching model and suggestions are presented by the author.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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