Applying the Kintsch-Van Dijk Model to Evaluate Impact on Foreign Language Learning: A Case Study

Ali Saleh Alghonaim

Abstract


Reading comprehension is not an area of much attention in the EFL scene in Saudi Arabia. The reason is simple: In the current teacher perception of foreign language acquisition in the country, vocabulary and grammar are the only two components paid any attention. With the teacher at the center of the learning process, learner centric tasks such as reading are left to the ingenuity of the learners and kept strictly out of the class boundaries. Consequently, learners never acquire reading ability and their little exposure to the foreign language dies as soon as they leave the structured education system. This runs contrary to the very basis of language acquisition as being a life long process. The aim of this paper was to evaluate the possibility of greater learner autonomy by developing and training them in reading techniques that can be used beyond the classroom. The idea was to intervene using the theory of Kintsch-Van Dijk as proposed in their model of reading comprehension. Conducted as a case study with a proficient learner of English, the results indicated that the model can be applied to the advanced learner with much success, giving such learners a potent tool for lifelong language acquisition.

Keywords


EFL learners, Case study, evaluation

Full Text:

PDF

References


Addison, M. (2013). Mental models in discourse production: Atypical discourse and the role of event models in the narratives of depressed patients. Master’s thesis submitted to Carleton University, Ontario. https://curve.carleton.ca/system/files/etd/ea492dfb-05a2-42af-87c6-3487ce48eeef/etd_pdf/cda4f163dea7a45e11727ea699da408b/addison-mentalmodelsindiscourseproduction.pdf

Al-Ahdal, A. A. M. H., & Al-Ma'amari, A. A. H. (2015). Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes. Advances in Language and Literary Studies, 6(5), 230-241. 10.7575/aiac.alls.v.6n.5p.230

Alfallaj, F.S.S. (2010). Reading competence of the Saudi EFL learner: Improving the teacher through linguistics. Australian International Academic Centre, Australia, 8(3),12-17.

Barnet, M. (1988). Teaching Reading Strategies: How methodology affects course articulation. Foreign Language Annals. Vol. 21, issue 2, pp. 109-119. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1944-9720.1988.tb03119.x, accessed 28 January 2019.

Bernhardt, E.B. (1991). A psycholinguistic perspective on Second language literacy. In Hulstijn, l.H. and Matter, l.F. (eds.) Reading in two languages. AILA Review, vol.8 (Amesterdam) (pp.31-44).

Bilki, Z. (2014). A Close Observation of second language (L2) readers and texts: meaning representation and construction through cohesion. Doctoral thesis submitted to University of Iowa. https://ir.uiowa.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=5332&context=etd

Bilikozen, N., & Akyel, A. (2014). EFL reading comprehension, individual differences and text difficulty. Reading, 14(2), 263-296. https://eric.ed.gov/?id=EJ1046909.

Coady, J. (1979) A Psycholinguistic Model of the ESL Reader. In: Ronald, M. and Bruce, B., Eds., Reading in a Second Language, Newbury House Publishers, Rowley, 5-12.

Garnham, A. (1985). Psycholinguistics: Central Topics. New York: Metheun.

Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of

Goodman, Kenneth S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist. 6. 126-135.

Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading. Oxford, England: Massachusetts Inst. of Technology P.

Hoover, W. A., & Tunmer, W. E. (1993). The components of reading. In G. B. Thompson, W. E. Tunmer, & T. Nicholson (Eds.), Language and education library, 4. Reading acquisition processes (pp. 1-19). Clevedon, England: Multilingual Matters.

Høien-Tengesdal, I., & Høien, T. (2012). The reading efficiency model: An extension of the componential model of reading. Journal of Learning disabilities, 45(5), 467-479. https://journals.sagepub.com/doi/abs/10.1177/0022219411432688.

Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Newton, MA: Allyn & Bacon.

Kremmel, B., Brunfaut, T., & Alderson, J. C. (2015). Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics, 38(6), 848-870. https://academic.oup.com/applij/article/38/6/848/2952213.

Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading research quarterly, 40(2), 184-202. doi:10.1598/RRQ.40.2.3.

Rumelhart, D. E. (I 977b). Toward an interactive model of reading. In S. Domic (Ed.) Attemion and performance VJ (pp. 573- 603). Hillsdale, NJ: Erlbaum.

Sabatini, J. P., Sawaki, Y., Shore, J. R., & Scarborough, H. S. (2010). Relationships among reading skills of adults with low literacy. Journal of learning disabilities, 43(2), 122-138. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3269070/.

Sadoski, M., & Paivio, A. (2013). Imagery and text: A dual coding theory of reading and writing. Routledge. https://doi.org/10.4324/9780203801932.

Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24(1), 99-128. https://doi.org/10.1177/0265532207071513.

Smith, F. (1971). Understanding Reading. New York: Holt, Rinehart and Winston.

Smith, F. (1971). Understanding reading. New York: Holt, Rinehart and Winston.

the Reading Specialist, 6, 126-135. doi:10.1080/19388076709556976

Urquhart, A & Weir, C (1998). Reading in a Second Language: Process, Product and Practice, London: Longman, pp.1–7; 37–51.

Urquhart, A. H., & Weir, C. J. (2014). Reading in a second language: Process, product and practice. Routledge. https://www.taylorfrancis.com/books/9781317885689.

Webster, J. (1982). Reading Matters. A Practical Philosophy. London: McGraw Hill Book Company (UK) Ltd.

Yaros, R. A. (2006). Is it the medium of the message? Structuring Complex News to Enhance Engagement and Situational Understanding by Nonexperts. Communication Research. 33(4).


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.