Analysis of the Role of Syntactic Complexity in Students’ Reading Comprehension: A Teacher’s Perspective

This study examines the role of the syntactic complexity of the text in the reading comprehension skills of students.Utilizing the qualitative method of research,this paper used structured interview questions as the main data-gathering instruments.English language teachers from Coral na Munti National High School were selected as the respondents of the study.Finding of the study suggests that the syntactic complexity of the text affects the reading comprehension of the students.Students found it challenging to understand the message that the author conveyed if he or she used a large number of phrases and clauses in one sentence.Furthermore,the complex sentence syntactic structure was deemed the most challenging for students to understand.To overcome said challenges in comprehending text,various reading intervention programs were utilized by teachers.These interventions include focused or targeted instruction and the implementation of the Project Dear,suggested by the Department of Education.These programs were proven to help students improve their comprehension as well as their knowledge in syntactical structure of sentences.This study underscores the importance of selecting appropriate reading materials and implementing suitable reading intervention programs to enhance students’comprehension skills.

Age-related hearing loss accelerates the decline in fast speech comprehension and the decompensation of cortical network connections

Patients with age-related hearing loss face hearing difficulties in daily life.The causes of age-related hearing loss are complex and include changes in peripheral hearing,central processing,and cognitive-related abilities.Furthermore,the factors by which aging relates to hearing loss via changes in audito ry processing ability are still unclear.In this cross-sectional study,we evaluated 27 older adults(over 60 years old) with age-related hearing loss,21 older adults(over 60years old) with normal hearing,and 30 younger subjects(18-30 years old) with normal hearing.We used the outcome of the uppe r-threshold test,including the time-compressed thres h old and the speech recognition threshold in noisy conditions,as a behavioral indicator of auditory processing ability.We also used electroencephalogra p hy to identify presbycusis-related abnormalities in the brain while the participants were in a spontaneous resting state.The timecompressed threshold and speech recognition threshold data indicated significant diffe rences among the groups.In patients with age-related hearing loss,information masking(babble noise) had a greater effect than energy masking(speech-shaped noise) on processing difficulties.In terms of resting-state electroencephalography signals,we observed enhanced fro ntal lobe(Brodmann’s area,BA11) activation in the older adults with normal hearing compared with the younger participants with normal hearing,and greater activation in the parietal(BA7) and occipital(BA19) lobes in the individuals with age-related hearing loss compared with the younger adults.Our functional connection analysis suggested that compared with younger people,the older adults with normal hearing exhibited enhanced connections among networks,including the default mode network,sensorimotor network,cingulo-opercular network,occipital network,and frontoparietal network.These results suggest that both normal aging and the development of age-related hearing loss have a negative effect on advanced audito ry processing capabilities and that hearing loss accele rates the decline in speech comprehension,especially in speech competition situations.Older adults with normal hearing may have increased compensatory attentional resource recruitment represented by the to p-down active listening mechanism,while those with age-related hearing loss exhibit decompensation of network connections involving multisensory integration.

Improving the Reading Skills of ALS Learners Through Project RICE(Reading Intervention and Comprehension Enhancement)

One of the major problems in the education sector is the reading skills of learners.Students enrolled in the Alternative Learning System(ALS)also experienced this scenario due to several circumstances.This study focused on the improvement of reading comprehension skills of ALS learners by means of project RICE(Reading Intervention and Comprehension Enhancement)as well as the issues and challenges.A quasi-experimental design was utilized in this study which was participated by 54 learners,composed of 27 learners under the experimental group and 27 under the control group.The result revealed that the learners in the experimental group changed from frustration level to instructional level after the implementation of project RICE while the learners in the control group changed from instructional level to inde-pendent level,thereby signifying a significant difference and the effectiveness of the project.Additionally,issues with time and resources were often encountered by the learners.

On Promoting Listening Comprehension of English Majors through Original English Movies

In recent years,with the reform of College English Teaching in China,listening has occupied a great proportion of both the examination content and classroom teaching.When everyone is seeking a high-efficiency,fast teaching method,the use of English original film teaching methods arises spontaneously.Its authentic speaking style,real language environment and rich cultural connotation not only improve the listening comprehension ability of English majors,but also enable students to intuitively understand the culture of Western countries.In this study,by referring to a large number of books and documents,this paper puts forward corresponding strategies for various problems arising from the use of English original film teaching in colleges and universities.English original film teaching can not only create a better learning environment,and stimulate students’interest in learning,but also enable students to actively participate in class discussions.

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students’ Reading Comprehension

This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys,a public school,Directorate of Education in Irbid(AL Kora Directorate of Education).First,the experimental group of 25 students selected and second the control group of 25 students was selected.To achieve the purpose of the study,a pre-/post reading comprehension test was designed.In addition,self-questioning strategywas used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the Teacher’s Book.Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group.Considering the research results,the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.

The Effect of Inquiry-Based Learning Strategy on EFL Tenth-Grade Students’ Reading Comprehension

This study examined the potential effect of Inquiry-Based Learning Strategy(IBL)on the tenth-grade students’reading comprehension.Two groups and a quasi-experimental design were used.Two complete sections of grade 10 students from a public Secondary School for Girls in Irbid was randomly assigned by the researcher.The experimental group of 30 students was chosen first,and then the control group of 30 students.A pre-post reading comprehension test was designed before and after the study in order to fulfill its goals.Additionally,the experimental group was taught using the IBL strategy,whereas the control group was taught using the traditional teaching methods recommended in the tenth-grade Teacher’s Book.According to the findings,there were significant statistical differences favoring the experimental group over the control group.In light of the findings,the researcher recommended employing the IBL strategy to students with various levels and EFL skills.

On the Comprehension in Business Translation

The course of any translation usually includes comprehension,expression and proofreading,no matter whether from mother language to a foreign language or from a foreign language to mother language,no matter what kind of translating method being adopted.Comprehending the original text accurately is the foundation and prerequisite.Incorrect comprehension of the original text will inevitably result in incorrect expression.Analyzing the causes of incorrect comprehension and the ways of getting correct comprehension of the original text can help expound the importance of comprehension in the course of translation with some examples of literature translation,technology translation,and business English translation,etc.

Linguistic knowledge and reading comprehension

The human beings can express the outside world and their mental feelings by languages, they know the materials＇ nature by comparing with their similarities. The languages are not only tools in understanding,communication and thinking, but also one element of the cultures. Thinking is a kind of abstract skill, and the language is the vehicle of thinking, through which people can understand the human beings＇ thinking methods and cultural characters. The languages are decided by the culture. Reading comprehension is the readers＇ own behavior, during which the schema plays a key role and readers must combine the new information with their former cultural knowledge, rebuilding the new information so as to understand the deep meanings of the articles.

Barriers and strategies in listening comprehension

A variety of barriers to listening comprehension are illustrated in this paper. They are analyzed respectively and several effective strategies are also presented afterward. The barriers to listening are those of psychological quality, language knowledge, cultural background, Chinese interference and so on. The strategies should be as follows: training students' psychological quality,strengthening the teaching and learning of language knowledge,comparing cultural differences, using student-centered teaching method and combining intensive listening and extensive listening.

Learner-centeredness in the Teaching of Listening Comprehension

In the teaching of listening comprehension, teachers should be guided by a learner-centered philosophy. Decisions about what will be taught, how it will be taught, when it will be taught, and how it will be assessed will be made with reference to the learner. With the assistance and guidance of the teacher, learners will develop the ability of learning and therefore enhance their listening comprehension.

Research on Content Validity of Reading Comprehensions in 2005 MET

This paper examines reading comprehensions in 2005 MET. Statistic analysis shows that the MET in 2005 have certain validity,but there are some problems existing in these tests. The paper lists the problems and suggests some methods. The writer hopes that test-designers can pay much attention to them so as to improve the tests quality.

The Significance of Background Knowledge on Students' English Listening Comprehension

The background knowledge has the stimulating function in English listening comprehension; it can reduce the psychological pressure before listening, strengthen the confidence and enhance the predictive ability. Therefore, the paper mainly discusses the importance and influences of linguistic background knowledge and non-linguistic background knowledge in listening comprehension. The author also gives some suggestions on teaching English listening according to the analysis of significances of background knowledge in the paper.

On the Application of Cognitive Strategy in College English Listening Comprehension——With International Talents Training as the Goal

This paper, with the training of the international talents possessing remarkable English listening and speaking ability,mainly discusses the specific application of the cognitive strategy in different stages of college English listening comprehension.It is expected that the paper can bring some useful enlightenments on the international talents training.

Graphic Organizers and Reading Comprehension Ability： Evidence From Iranian EFL University Students

The present study investigated the impact from GOs （Graphic Organizers） upon reading comprehension ability. To this end, an OPT （Oxford Placement Test） was administered to a research population （N = 354） in order to homogenize it. On the basis of the test results, the population was sorted into three groups of reading-low, reading-mid, and reading-high students. Sixty participants with the lowest level of reading comprehension proficiency were randomly selected and assigned to an EG （Experimental Group） （N = 30） and a CG （Control Group） （N = 30）. Afterwards, a TOEFL （Test of English as a Foreign Language） reading comprehension pretest was administered to both groups in order to determine their current level of reading proficiency. Then, the EG received 10 successive 90-minute sessions on GOs as post-reading strategies for expository text comprehension, while the CG received the same amount of treatment on other post-reading strategies. In the end, another TOEFL reading comprehension posttest was administered to the research groups to measure their reading comprehension performance level after the treatment. The results revealed that GOs were statistically more significant and effective for the low-skilled readers than other post-reading strategies.

An Empirical Study of Listening Comprehension Strategies in Autonomous Learning Environment

This is a report on an empirical study of listening comprehension strategies in autonomous learning environment which was conducted among the second-year non-English majors in Shandong University （Weihai） on the basis of O＇Malley and Chamot＇s theory of learning strategies, dating from September, 2010 to January, 2011. The study aims to verify the teachability of listening comprehension strategies, the enhancement of students＇ awareness of applying these strategies in their listening comprehension pratice and positive effects of listening comprehension strategies cast on students＇ listening comprehension proficiency. Questionnares on listening comprehension strategies were conducted at the beginning and at the end of the research respectively, in addition to the listening comprehension strategies training from the beginning to the end of the research. Besides, there was a interview arranged in the middle of the research. Meanwhile, there were two listening comprehension proficiency tests arranged at the beginning and at the end of the research. According to the results, it can be indicated that the students＇ strategy awareness can be promoted, while their listening proficiency also can be improved by the listening comprehension strategy training.

Ways on Teaching Modes of English Listening Comprehension

Ministry of Education started the project of reform on College English teaching, part of the Project of Educational Quality and Reform of Higher Education at the end of 2012, in which the Ministry of Education emphasized that the Mute English should be replaced by Practical English. This paper focuses on how to change the teaching mode of English Listening Comprehension, and how to make the lesson be more interesting, more interactive and more cultural via analyzing its current situation.

Second Language Lecture Comprehension: Student's Perception, Problems and Strategies

The ability to comprehend academic lecture is an important part of the necessary proficiency of tertiary level students for whom English is a second or foreign language. The purpose of this research is to investigate the lecture-perceived experience of one non-nativespeaking learner who attending her English medium lecture course in the first semester in New Zealand. It describes how the learner perceives the lecturing experience, the problems she encounters and the strategies she use to overcome these problems.

A Review of Domestic Researches on the Application of Discourse Analysis in English Comprehension Teaching in Recent Years

Discourse analysis has drawn great attention among linguistics since its birth.Besides its theoretical research,it has been highly valued in teaching fields.In recent years,researchers in China apply it to listening teaching.This paper presents a review of the relevant research in the following aspects:the processing of listening comprehension;the cohesion and coherence of listening texts,the analysis of context of listening texts,the analysis of textual structure of listening texts,and the analysis of topics of listening texts.For the future domestic research of the effective and efficient application of discourse analysis in listening comprehension,some problems and suggestions have been drawn on.

Teaching English Listening Comprehension

This article outlines an attempt to bridge the gap between 'classroom English' and 'normal English',and to improve listening comprehension.The experiment is described and examples are given.The points need paying attention are listed.

The Obstacles and Solutions to Improving Non English-major Students' Listening Comprehension

Listening has been playing an essential role in daily communication.However,listening is the most difficult part and has been an obstacle in the process of learning English for most of learners for a variety of reasons.The paper mainly discusses the linguistic and non—linguistic obstacles in the process of listening and aims to help English learners find out their own shortcomings and put forward some corresponding solutions to improve learners' listening ability.