Rhetorical Difficulty in Scientific English
A Study in Reading Comprehension
Bibliographic Data
| ID | 10816165 |
|---|---|
| Authors | William C Flick, Janet I Anderson |
| Year | 1980 |
| Volume | 14 |
| Issue | 3 |
| Pages | 345 |
| Publication date | 1980-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586599 |
| OpenAlex | W2009568070 |
| Language | EN |
| Citations received | 7 |
| References cited | 1 |
This article presents the results of a study which investigates differences in reading performance on passages of scientific discourse containing implicit and explicit definitions. Both EFL and American students were tested, and differences in performance were examined with respect to 1) implicit-explicit information, 2) level of EFL proficiency, and 3) the EFL vs. American (native) distinction. It was generally found that both American and EFL students found implicit definitions more difficult to comprehend. However, the differential in the difficulty levels remained relatively constant for both groups. Thus, while level of English proficiency increased, differences in scores on the implicit and explicit definitions remained the same. These
Comprehension · Linguistics · Reading (process) · Reading comprehension · Rhetorical question · Discourse Analysis in Language Studies · Philosophy · Psychology · Second Language Acquisition and Learning
Language and Science
Discourse Analysis In Language Testing
The Challenge of Mai Chung
Teaching ESL Students to Read and Write Experimental-Research Papers
On the use of the immediate recall task as a measure of second language reading comprehension
A comparison of recall and summary protocols as measures of second language reading comprehension
A Partial Least Squares Structural Equation Modeling Exploration of EFL Learners’ Perceptions of What Contributes to the Readability of Model Paragraphs
| Citations per year | 0.16 |
|---|---|
| Citation span | 1982 - 2024 (43) |
| Highly cited | No |