Abstract

Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.

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