Paper Information

Journal:   IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL)   MARCH 2003 , Volume 6 , Number 1; Page(s) 57 To 68.
 
Paper: 

THE IMPACT OF THE EXPLICIT INSTRUCTION OF THE FREQUENT GRAMMATICAL PATTERNS OF ESM WRITTEN DISCOURSE ON ESP STUDENTS READING COMPREHENSION

 
 
Author(s):  ATAEI M.R., ANDARSHAHI S.
 
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Abstract: 

It is hypothesized that in English for Specific Purposes (ESP) context, providing readers with some knowledge about structural patterns and grammatical features of the corresponding academic or occupational discourse may enhance comprehension of ESP texts. This study aimed at identifying the most frequent grammatical features of English for the Students of Medicine (ESM) written discourse and the possible impact of the explicit instruction of them on medical students reading comprehension performance. To this end, first, fifty paragraphs were randomly selected from medical and general English textbooks to identify the most frequent grammatical elements of ESM texts compared with non-ESM texts. Then, two homogenous groups of medicine students - an experimental and a control group - participated in the instructional procedures for this study. The former received explicit instruction of the identified structural features, while the latter was just exposed to conventional ESP reading instruction. Right after the instruction, the performances of the two groups were compared through administering an ESP reading comprehension posttest. The findings were indicative of the significant effect of explicit instruction of grammatical features of ESM texts on students reading comprehension. Further, the results attested to a high correlation between the subjects General Language Proficiency (GEP) and their ESP reading comprehension performance.

 
Keyword(s): ESP READING COMPREHENSION, ESM DISCOURSE, EXPLICIT GRAMMAR INSTRUCTION, EAP REGISTER ANALYSIS, GEP AND ESP READING
 
References: 
 
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