This thesis has dealt with reading comprehension problems of nonnative speakers of English as determined by an analysis of responses to a cloze test. Because it has been proven to be sound both theoretically and empirically for use in determining reading comprehension problems of non-native speakers, a cloze test was administered to two classes of students at Ball State University who were studying English as a second language. The study was a descriptive one in which responses to the test were first categorized and then analyzed to determine possible reasons for errors.Results of the study indicated that these respondents approached the cloze task at the syntactic level. They were able to respond acceptably when the blank to be filled occurred in a syntactic structure that they were familiar with. The large number of clearly incorrect responses indicated that the test was probably too difficult for them. However, an analysis of the errors proved useful in determining the most prevalent kinds of errors and in examining the syntactic structures which caused the most problems for these respondents. The study concludes with pedagogical implications for the respondents in this study and implications for future research.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181957 |
| Date | January 1979 |
| Creators | Engber, Cheryl Ann |
| Contributors | Ross, Janet |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ii, 80 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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