Key themes in English language arts teaching include text schemata and comprehension, and the quest for suitable instructional approaches. This article presents a quasi-experimental pretest-posttest classroom-based research study conducted by a trainee teacher documenting the effects of teaching the Somebody-Wanted-But-So (SWBS) chart as a text structure-based technique on second language (L2) narrative prose comprehension. Subjects were 68 Secondary Six ESL students in S.T.F.A. Leung Kau Kui College, an English medium school in Hong Kong. By collecting quantitative data including the pretest and posttest scores and running inferential statistical analysis, it was found that the use of SWBS significantly enhanced the experimental subjects’ narrative prose comprehension at sentence level and supra-sentence level. Pedagogical implications are then discussed from the point of view of first, encouraging teachers to consider explicit instruction of narrative text structure knowledge through the use of SWBS in upper-intermediate ESL classrooms; second extending SWBS to teaching writing short stories and to speaking activities in class; and third encouraging secondary level students to become independent readers after being equipped with narrative text structure knowledge.
|Keywords:||Narrative Text Structure-Based Techniques, Narrative Text Schemata, Narrative Text Comprehension, SWBS, ESL, Hong Kong|
Final-year undergraduate, B.A.(English Studies) and, B.Ed. (English Language Education), The Chinese University of Hong Kong, Hong Kong
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