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- Volume 3, Issue, 1980
Australian Review of Applied Linguistics - Volume 3, Issue 2, 1980
Volume 3, Issue 2, 1980
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Teacher reformulations of pupil discourse
Author(s): Ken Watson and Bob Youngpp.: 37–47 (11)More Less
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Reading, readability, and textual functions of comprehension questions
Author(s): Linda L. Gerotpp.: 76–89 (14)More LessQuestions used in reading comprehension tests have been discussed in terms of the forms they take, the kind of overt response required, and the level of comprehension they evoke. But very little has been said about the kinds of textual functions such questions involve. This paper explores the kinds of textual relations that must be understood in order to respond to various questions.
An understanding of what textual relations must be comprehended has ramifications for both the measurement of reading ability and of readability. The study of readability is concerned with the question: What makes one text more difficult to read (comprehend) than another? Traditionally the assessment of readability level has been based on formal linguistic factors. However, much of the information required for comprehending a written text is not encoded explicitly but is left implicit. It is suggested that implicitness may be a source of reading ease or difficulty.
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ESL matching cloze deletion types and their relationship to vernacular language background
Author(s): Richard B. Baldauf and Robert L.T. Dawsonpp.: 131–144 (14)More LessIn recent years, research with both first and second language students has suggested that the standard nth word cloze -procedure could be improved as a measure of reading comprehension through the introduction of multiple-choice or matching cloze formats. In addition, research conducted mainly with first language students, has suggested that the every nth word deletion procedure should be restricted so as to delete only the lexical words in the passage. In this study, three different deletion systems, presented in a matching cloze format, were evaluated as measures of reading comprehension for seventh grade ESL students from Papua New Guinea. The possible interaction of the three deletion types with these students’ vernacular background was also investigated.
Volumes & issues
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Volume 47 (2024)
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Volume 46 (2023)
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Volume 45 (2022)
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Volume 44 (2021)
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Volume 43 (2020)
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Volume 42 (2019)
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Volume 41 (2018)
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Volume 40 (2017)
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Volume 39 (2016)
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Volume 38 (2015)
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Volume 37 (2014)
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Volume 36 (2013)
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Volume 35 (2012)
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Volume 34 (2011)
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Volume 33 (2010)
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Volume 32 (2009)
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Volume 31 (2008)
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Volume 30 (2007)
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Volume 29 (2006)
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Volume 28 (2005)
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Volume 27 (2004)
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Volume 26 (2003)
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Volume 25 (2002)
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Volume 24 (2001)
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Volume 23 (2000)
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Volume 22 (1999)
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Volume 21 (1998)
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Volume 20 (1997)
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Volume 19 (1996)
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Volume 18 (1995)
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Volume 17 (1994)
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Volume 16 (1993)
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Volume 15 (1992)
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Volume 14 (1991)
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Volume 13 (1990)
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Volume 12 (1989)
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Volume 11 (1988)
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Volume 10 (1987)
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Volume 9 (1986)
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Volume 8 (1985)
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Volume 7 (1984)
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Volume 6 (1983)
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Volume 5 (1982)
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Volume 4 (1981)
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Volume 3 (1980)
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Volume 2 (1979)
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Volume 1 ([1978, 1977])
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Volume 1 ([1978, 1977])
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