This study aimed to investigate the relationship between complex syntax and L2 comprehension. The participants were selected from among a high school in Rasht. For this purpose, 30 learners, who were in third grade of high school (aged 17 - 18 years old), participated in this study. Having being tested by a questionnaire (20 questions that tested syntax) 16learners were strong students selected and they were allocated into experimental group and 14 students were weak students and were allocated into control group. Then both groups sat for reading test, which was a reading comprehension test from steps to understanding book. The purpose of this test was to measure the learners’ reading comprehension ability. Afterwards, the scores were analyzed and strong students got good marks but weak students got bad marks. It was explored from the study that learners’ reading comprehension improved more when they were provided with the syntax. It was concluded that syntactical knowledge has a positive effect on learners’ reading comprehension ability.
| Published in | Education Journal (Volume 4, Issue 6) |
| DOI | 10.11648/j.edu.20150406.16 |
| Page(s) | 356-361 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Syntactic, Explicit Knowledge, Implicit Knowledge, Syntactic Skills
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APA Style
Fateme Hemati Kolavani. (2015). Relationship Between Complex Syntax and Non-native Reading Comprehension. Education Journal, 4(6), 356-361. https://doi.org/10.11648/j.edu.20150406.16
ACS Style
Fateme Hemati Kolavani. Relationship Between Complex Syntax and Non-native Reading Comprehension. Educ. J. 2015, 4(6), 356-361. doi: 10.11648/j.edu.20150406.16
AMA Style
Fateme Hemati Kolavani. Relationship Between Complex Syntax and Non-native Reading Comprehension. Educ J. 2015;4(6):356-361. doi: 10.11648/j.edu.20150406.16
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author = {Fateme Hemati Kolavani},
title = {Relationship Between Complex Syntax and Non-native Reading Comprehension},
journal = {Education Journal},
volume = {4},
number = {6},
pages = {356-361},
doi = {10.11648/j.edu.20150406.16},
url = {https://doi.org/10.11648/j.edu.20150406.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150406.16},
abstract = {This study aimed to investigate the relationship between complex syntax and L2 comprehension. The participants were selected from among a high school in Rasht. For this purpose, 30 learners, who were in third grade of high school (aged 17 - 18 years old), participated in this study. Having being tested by a questionnaire (20 questions that tested syntax) 16learners were strong students selected and they were allocated into experimental group and 14 students were weak students and were allocated into control group. Then both groups sat for reading test, which was a reading comprehension test from steps to understanding book. The purpose of this test was to measure the learners’ reading comprehension ability. Afterwards, the scores were analyzed and strong students got good marks but weak students got bad marks. It was explored from the study that learners’ reading comprehension improved more when they were provided with the syntax. It was concluded that syntactical knowledge has a positive effect on learners’ reading comprehension ability.},
year = {2015}
}
TY - JOUR T1 - Relationship Between Complex Syntax and Non-native Reading Comprehension AU - Fateme Hemati Kolavani Y1 - 2015/12/30 PY - 2015 N1 - https://doi.org/10.11648/j.edu.20150406.16 DO - 10.11648/j.edu.20150406.16 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 356 EP - 361 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20150406.16 AB - This study aimed to investigate the relationship between complex syntax and L2 comprehension. The participants were selected from among a high school in Rasht. For this purpose, 30 learners, who were in third grade of high school (aged 17 - 18 years old), participated in this study. Having being tested by a questionnaire (20 questions that tested syntax) 16learners were strong students selected and they were allocated into experimental group and 14 students were weak students and were allocated into control group. Then both groups sat for reading test, which was a reading comprehension test from steps to understanding book. The purpose of this test was to measure the learners’ reading comprehension ability. Afterwards, the scores were analyzed and strong students got good marks but weak students got bad marks. It was explored from the study that learners’ reading comprehension improved more when they were provided with the syntax. It was concluded that syntactical knowledge has a positive effect on learners’ reading comprehension ability. VL - 4 IS - 6 ER -
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