The purpose of this study is to examine the effect of understanding English sentence structure on reading and listening ability. In addition, it is also intended to seek effective ways of teaching English as a foreign language by analysing the pre- an...
The purpose of this study is to examine the effect of understanding English sentence structure on reading and listening ability. In addition, it is also intended to seek effective ways of teaching English as a foreign language by analysing the pre- and post-experiment differences in the learners' attitude to English including the areas of interest, confidence, self-learning ability and reading habits.
This study involved four first grade middle school students as subjects, and made use of quantitative and qualitative research methods. More specifically, the study had 14 classes of fifty minutes over the course of approximately two months. The first stage consisted of an inquiry into the learners’ basic state of English studying, a pre-test of reading and listening ability, and questionnaires focusing on cognitive and affective domains. During the classes, the researcher made audio recordings in conjunction with taking field notes addressing the learners' behavior. In the final stage of the research, a post-test on reading and listening ability was conducted together with the initial questionnaires focusing on cognitive and affective domains being repeated. In addition, written feedback directed at the learners' thoughts on the lessons was collected in conjunction with short interviews being conducted.
Results from the collected data of the study can be summarized as follows:
First, the results from the reading test scores did not show any meaningful changes, but the subjects performed the second reading test more rapidly than they did prior to having taken the lessons. And also, by judging from their behavior in the classes, they came to understand and could use the sentence structure, the constituents of sentence, and prediction in their reading.
Second, the experimental lessons has led the learners to attain a higher achievement in their listening comprehension ability. Each of their scores in the post-test was an improvement on their pre-test score.
Third, the study also found that the learners' cognitive and affective domains such as interest, confidence, self-learning ability and reading habits changed for the positive.
Fourth, for the learners, this new approach to learn English reading and listening skills was helpful for them to become more interested in English and understand it better. Feedback from the learners was that they wanted to continue practicing the skills they were taught during the classes.
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