The Effect of Graphic Representation of Knowledge Structures on ESL Reading Comprehension  

Oleh:

Tang, Gloria

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Studies in Second Language Acquisition (sebagian Full Text & ada di PROQUEST Th.2001-) vol. 14 no. 2 (Jun. 1992), page 177-196.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/SSL/14 Non-tandon: tidak ada Tandon: 1

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Research suggests that English as a second language (ESL) students take upwards of 5 years to acquire a level of proficiency in academic language that is comparable to their English-speaking peers. They are likely to be denied full access to school knowledge unless teachers help to bring about student content knowledge learning and second language acquisition simultaneously. This article reports on an experiment that was designed to discover the effect of graphic representation of knowledge structures (Mohan, 1986) on intermediate (seventh grade) ESL students' comprehension of content knowledge and acquisition of a second language for academic purposes. This experiment, part of a larger study conducted in an elementary school in Vancouver (Tang, 1989), is based on a pretest-posttest nonequivalent-control group quasi-experimental design. A pretest and a posttest were administered on 45 seventh- grade ESL students. Findings suggested that a teacher-provided tree graph, representing a text passage of the knowledge structure of classification and used as a teaching strategy to present knowledge to seventh-grade ESL students, facilitated comprehension and immediate recall. Moreover, students in the graphic group agreed that using graphics to present knowledge facilitated learning.

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