Cultural Texts, a Key to Communicative Competence in Third and Fourth Forms Secondary School in Goma
DOI:
https://doi.org/10.47941/jep.1719Keywords:
Integration, Cultural Texts, Language Teaching And Learning, Communicative CompetenceAbstract
Purpose: The work at hand examines the effects of cultural texts, integrated in the language teaching and learning, on students' communicative competence in third and fourth forms secondary school. It has been noticed that some teachers of English do not yet distinguish a literary (cultural) text from a scientific or technical one precisely while determining pedagogic purposes.
Methodology: To gather data in this research, an experimental study was conducted in third and fourth forms secondary school in Goma.
Findings: The overall findings have revealed that cultural texts influence both reading comprehension, retelling and interpretation skills, a real gateway to communicative competence enhancement. In other words, this study brings a new vision to the practice of communicative activities as currently carried out in Goma secondary schools.
Unique contribution to theory, policy and practice: It arises English teachers' concern not only for the message expressed by the text, but also for the exploitation of students' cultural values and schemata to heighten their communicative competence.
Downloads
References
Allington, R. (2001). What really matters for struggling readers: Designing research-based Cambridge: Cambridge University Press. Comprehension skills. In M. Snowling, & C. Hulme (Eds.), The Science of comprehension. Journal of Education, 189,1/2.
Duke, N. K., & Pearson, P. D. (2008). Effective practices for developing reading Education, 24(1), 75-81. Experimental correlational merger. Discourse Processes, 23(3), 399-440. Expository passage comprehension: The saga of a 15 year effort towards an, Factors affecting reading comprehension in L2 Revisited. Asian EFL Journal,
Farrell, T. S. C. (2001). Teaching reading strategies: "It takes time!" Reading in a
Feng, L. (2011). A short analysis of the text variables affecting reading and testing
Flippo, R. F., Holland, D. D., McCarthy, M. T., & Swinning, E. A. (2009). Asking the
Foreign Language, 13(2), 631-646.
Freedle, R. (1997). The relevance of multiple-choice reading test data in studying
G. Lazar.(1993). Literature and Language Teaching. Cambridge University Press
Gao, F. (2006) Language is culture - on intercultural communication. Journal of Language and Linguistics, 5(1), 58-67.
Habasikiyake, K.(2015). Challenges in English Language Learning and Teaching in the DRC Secondary School System of Education Case of Goma
Holliday, A. (2009) The role of culture in English language education: key challenges. Language and Intercultural Communication, 9(3), 144-155. http:www.aitech.ac.jp/~iteslj/Articles/Singal-Reading L1L2.html.
Jiang, W. (2000) The relationship between culture and language. ELT Journal, 54(4), 328- 334.
Kendeou, P., & Van Den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35(7), 1567-1577. doi:https://doi.org/10.3758/bf03193491 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
Lee McKay,Sandra(2001).Literature as content for ESL/EFL.In Marianne Celce-Murcia (Ed.) Teaching English as a second/foreign language.New York:Heinle and Heinle,pp 319-332
Lee, S., & Pulido, D. (2016). The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research, 21(1), 118-135.
Mokhtari, K. & Thompson, H. B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Literacy Research and Instruction, 46(1), 73-94. Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In The science of reading: A handbook (pp. 227-247). Milton: Blackwell Publishing. [Crossref], [Google Scholar] outcomes. Journal of Adolescent and Adult Literacy, 49(3), 192-200.
Pang, J. (2008). Research on good and poor reader characteristics: Implications for L2
Pearson Education.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In The science of reading: A handbook (pp. 227-247). Milton: Blackwell Publishing. [Crossref], [Google Scholar]
Rivers,Wilga(1968).Teaching Foreign-Languge Skill Chicago:Cambridge University Press
Rumelhart, D. E. (2017). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). London: Routledge. [Crossref], [Google Scholar]
Sárdi, C. (2002) On the relationship between culture and ELT. Studies about Languages, (3), 101- 107.schema. The Internet TESL Journal, IV(10), 1-6. Retrieved from
Singhal. M. (1998). A comparison of L1 and L2 reading: Cultural differences and Social Science, 6(3), 205-212.
Stevens, E. A., Park, S., & Vaughn, S. (2019). A review of summarizing and main idea interventions for struggling readers in grades 3 through 12: 1978-2016. Remedial and Special Education, 40(3), 131-149. doi:https://doi.org/10.1177/0741932517749940 [Crossref], [Web of Science ®], [Google Scholar]
Taft, M. L., & Leslie, L. (1985). The effects of prior knowledge and oral reading accuracy on miscues and comprehension. Journal of Reading Behavior, 17(2), 163-179. doi:https://doi.org/10.1080/10862968509547537 [Crossref], [Google Scholar]
Tapiero, I. (2007). Situation models and levels of coherence: Toward a definition of comprehension. New York, NY: Routledge. [Crossref], [Google Scholar]
Taxonomy to gauge students' reading comprehension performance. Canadian
Taylor, B. M. (1979). Good and poor readers' recall of familiar and unfamiliar text. Journal of Reading Behavior, 11(4), 375-380. doi:https://doi.org/10.1080/10862967909547343 [Crossref], [Google Scholar]
Teacher, 63(1), 79-83.
Tembue Zembele wa Ololo.(2006). Positive and Negative Factors in Learning English in the Democratic Republic of the Congo: The Case of Public Primary Schools in Bukavu the comprehension performance of at-risk students. Reading Research
Veeravagu, J., Muthusamy, C., Marimuthu, R., & Subrayan, A. (2010). Using Bloom's 9(3), 198-220. access. International Journal of Applied Linguistics, 17(1), 14-37.
Walter, C. (2007). First-to second-language reading comprehension: Not transfer, but
Xie, X. (2017). The influence of schema theory on foreign language reading comprehension. The English Teacher, 34(1), 65-75.
Yang, Y. (2013). The effect of cultural schemata on reading processing. In M. S. Plakhotnik & S. M. Nielson (Eds.), Proceedings of the Seventh Anuual College of Education Research Conference: Urban and International Education Section (pp. 184-188). Florida International University.
Yousef, H., Karimi, L., & Janfeshan, K. (2014). The relationship between cultural background and reading comprehension. Theory and Practice in Language Studies, 4(4), 707-714. Understood. Org /en/articles/ how-to-teach-retelling.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ukobizaba Nduwayezu Babona
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
