The Effectiveness Of Using Text Features As An Aid To Reading Comprehension

With the development of computer science and the enrichment of teaching resources,students are meeting different forms of texts with different kinds of text features both in and out of school.As a result,in recent years there has been a spate of interest in the role of text features as an aid to English reading comprehension.In fact,text features have long been concerned with in English teaching abroad and at home since Smith(1991)advanced the theory of "Input Enhancement".Textual enhancement,especially the use of text features,has been proved effective in first language learning.However,it remains controversial whether text features can be used as a strategy of reading comprehension in second language learning.Therefore,based on the input hypothesis theory,the input enhancement theory,the schema theory,and the multimodal semiotics theory,this study aims to explore the effectiveness of using text features as an aid to reading comprehension in Chinese EFL context through an empirical research,trying to shed some light on English reading teaching in senior high schools.With this purpose,the present study attempts to address the following questions:1.What is the overall situation of senior high school students' text feature awareness in English reading?2.What are the effects of senior high school students' text feature awareness on their English reading comprehension?3.To what extent can the instruction of using text features as an aid to reading improve senior high school students' English reading comprehension?To find the answers to these questions,a four-month experiment was conducted with the hypothesis that the instruction of using text features as an aid to reading can foster senior high school students' reading comprehension.The subjects of this experiment were 80 students of two Senior 2 classes selected from Qing Yang Senior High School of Anhui province.SPSS was used to analyze the data collected from questionnaires,interviews and tests.The results reveal that: firstly,in Englishreading,senior high school students are quite lacking in the cognition and awareness of text features,although they have certain experience of using some common text features.Secondly,senior high school students' text feature awareness has significantly positive effects on their English reading comprehension.Thirdly,the instruction of using text features as an aid to reading has significantly improved senior high school students' English reading comprehension.Based on the findings above,the present research provides the following implications for English reading classes in senior high schools: Firstly,students should attach importance to the text features in reading and practice the use of them;Secondly,teachers should help students to make clear the concept and functions of text features,guide them to use text features before,during and after reading,and improve students' awareness and ability of using text features;Finally,textbook editors should reflect text features more when adapting texts.