Memorias del XI Encuentro Nacional de Estudios en Lenguas (2010) ISBN:

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1 Functional discourse analysis as an alternative to improve l2 reading comprehension David Martínez Prieto Patricia Prieto Fuenlabrada Facultad de Lenguas Modernas, BUAP. Abstract According to the low reading comprehension level demonstrated by Mexican university students (Zait, 2008), this research aims to propose the explicit use of functional grammar as an alternative to improve reading comprehension in L2 students. In this way, this research has been divided into two stages. The first stage has been based on the application of questionnaires and observations in L2 classrooms. Taking into account previous works related to the characteristics of a good reader (Gerot, 2005; Hallyday and Hasan, 2004; Snow and Sweet, 2003; Graesser, 2006; Kinstch, 2005; PISA, 2003) and considering the differences in this process when performed in a second language (Grabe and Stoller, 2006; Day & Bamford, 1998;), this stage has aimed to observe the English reading comprehension development of students, the methodologies used to promote reading comprehension in the classrooms, and the way functional-grammar-based analysis are used to improve reading comprehension in advanced English learners. After recognizing the poor reading comprehension level promoted by the methodologies used in L2 classrooms and the barely use of functional-grammar reading analysis in them, the second stage of this research aims to apply the actual proposal. Thus, based on the functional-grammar principles of Hallyday (2004) and Butt, Fahley, Spinks and Yallop (2003) and in the researches of Williams (2005) and Unsworth (2006), the results of the explicit learning of functional grammar in order to improve reading in L2 students are being processed at the moment. 1.1 Research question How can the explicit learning of functional grammar improve the reading comprehension of second language learners? Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 113

2 1.2 Objective To propose the explicit use of functional grammar as an alternative to foster reading comprehension in students of the Licenciatura en Lenguas Modernas/Enseñanza del Idioma Ingles of this School. 1.3 Research Problem LEMO students show a low development in the reading comprehension. This deficiency, although caused by many factors, is not improved through target language courses because of the lack of an efficient methodology to improve this skill in students. Thus, teaching functional grammar in the target language classrooms could be an alternative to solve this problem. In this context, this research aims to propose the explicit learning of functional grammar in order to foster reading comprehension skills in second language learners. 1.4 Justification The current global cultural context requires students able to perform an autonomous learning process which allows them to compete with people from different parts of the planet (Hellsen, 2008). Thus, an efficient reading comprehension appears to be essential for the students of this century (Programme of International Student Assessment, 2005). During the ideal educative process, students should receive a meaningful interaction to promote a good level of literacy (Tait & Godfrey, 1999). Nevertheless, most of the students of the School of Lenguas Modernas/ Enseñanza del Idioma Inglés of this university reveal to have a deficient reading comprehension due to the methodologies applied in the classroom (López, 1998; Prieto, Bonilla & Dovalí, 2008). In this context, the purpose of this research is to propose the explicit use of functional grammar in the classroom as an alternative to improve reading comprehension in the students of this School. 1.5 Delimitations This research will be conducted in target language classrooms of the Licenciatura en Lenguas Modernas/Licenciatura de la Enseñanza del Idioma Inglés of the School of Languages of the Benemérita Universidad Autónoma de Puebla during the second quarter/semester of 2009 and the Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 114

3 first one of This research will only consider professors and students of English as a target language in this School. This research will be conducted during two semesters. In the first one, this research will limit to describe up to what extend English functional grammar theory is used to improve reading comprehension skills in students. A proposal of the implications of the use of functional grammar in as an alternative to foster reading comprehension in L2 learners will be presented after the end of the second semester of the research after performing an ethnographic research. 2.1 Literature review (Short version) Based on recent researches related to the low reading comprehension level in university students (Zait, Hernández, Uribe y López, 2005; Prieto, Dovalí and Bonilla, 2008), this paper has integrated the descriptions of a competent reader proposed by Gerot (2005), Halliday and Hasan (2005), Snow (2002), Snow and Sweet (2003), Graesser (2006), Kinstch and Kinstch (2005) and the Program for International Student Assessment (2005).In this way, due to the complexity of the L2 reading comprehension, this research also contains an analysis of the differences of this process when performed in an L1-L2 (Clapham, 1996; Grabe and Stolle, 2002; Day and Bamford, 1998; Richards, 1997). Recognizing the application of functional grammar as an alternative to identify and create meaning in L2 contexts (Butt, Fahley, Feez, Spinks and Yallop, 2003; Perret, 2005; Halliday, 2004; Lock 2005), the works of Williams (1995) and Unsworth (2006) performed with L1 students have been considered as a reference in order to propose the explicit use of functional grammar to improve reading comprehension. 3.1 Description of the participants The students that participated in this research study the degree of Modern Languages in the School of Modern Languages at the Benemérita Universidad Autónoma de Puebla in Puebla, México. They are students of the target language courses, either the 6 th, 7 th or 8th course. They were around year old at the moment of the research and come from middle class/uppermiddle class families according to the Mexican context. In their majority, students were still Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 115

4 economically supported by their families, although some of them were already working. No student revealed to have been granted any kind of scholarship. Although most of them have studied only in public schools before enrolling at the School of Languages, some of them have also studied in public schools. Two of them have already finished a different degree earlier within the same university (Spanish literature and applied linguistics and Philosophy). No students denoted to have any physical disadvantage that could prevent him from a normal learning process. The professors who were observed were Mexican, all from Puebla state. Three of them hold a Master degree in Language teaching or applied Linguistics, and one was coursing a Masters in education. Three of them had studied a previous degree related to languages either in the self School of languages or in the College of humanities of the Benemérita Universidad Autónoma de Puebla; the other professor studied Chemical engineering as his first degree before initiating his career in the language teaching field. All the professors had worked at the School of modern languages for more than ten years at the moment of the observations. Two of them worked half time at the university, while the other two had a full time category. None of them answered to have published any book related to language teaching. 3.2 Description of the context In order to describe how the explicit use of functional grammar can improve the reading comprehension of students, it is necessary to understand the place in which this research has taken place. In this way, the context in which this project was carried out is the bachelor program of the Modern Languages degree of the School of Languages of the Benemérita Universidad Autónoma de Puebla. The University of Puebla initiated with the degree of Modern languages around twenty years ago, having as its main objective preparing students to satisfy the social need of language teachers. Nowadays, the objective of the degree of Modern Languages is to prepare students to compete in the labor market, providing them with the linguistic, socio-cultural and technological preparation in order to perform as satisfactory roll as professionals after graduating, either as language teachers or translators. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 116

5 The target-language courses were designed to develop the linguistic competence of students and are revealed to be a fundamental part of the curricula of the Modern languages degree. Thus, students are required to study and approve the eight target language courses in order to be considered to get the degree. These courses are given from Monday to Friday, two hours per day, during four months. Since the information that is provided in these courses is sequential, students are meant to have acquired enough knowledge to linguistically compete in the academic field after the fifth course. In this context, students are expected to have an advance language level in the last three target language courses. 4.1 First stage results Functional grammar is occasionally used by the professors observed. Although one of them frequently used functional-grammar-related strategies, the rest appeared to lack in any strategy to foster reading comprehension in students. Students are not used to making relationships of what of how it is said in a text. However, they have demonstrated to be able to recognize text structures. Students barely make relationships between previous and new information. Regardless one particular observation in which the professor promoted the creation of this relationship, students were not observed to do it so. Students appear the ignore how to relate the context in which the text was produced and the influence this fact has in the way the text is written. None of the students integrate this relationship when performing reading observations. The analysis of the purposes and the way in which the language is used appears to be irrelevant either for professor or students to comprehend texts. Almost most of students ignored the shifts that are presented in texts; however, one student integrated this shift-change strategy in order to effectively solve a reading comprehension exercise. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 117

6 Although the text-books propose reading activities, they are solved with different reading strategies or with no reading strategy at all. In most of the cases, there was a lack of discussion of ideas in order to compare different possible answers to the questions proposed by the book. No student proposed a different idea to the ones that were exposed by the authors of the read articles, which would imply a shallow comprehension level. In this context, no argument was created by the students in order to defend a particular point of view. When a grammar reading comprehension strategy was promoted in by one of the professors in order to solve structure exercise, a good reaction was observed by most of the students. Nevertheless, in the next class students seemed to avoid its use. Most of students localize information in the text with relatively easily and prefer this strategy over others. This preference can be caused by the fact that most of reading activates noted to be related to the localization of information within the text. Some students do not use any reading strategy at all. The acquisition of vocabulary was revealed to be one of the main objectives of professors when students perform reading comprehension activities. Motivation and physical surroundings are important factors to be considered when performing reading comprehension in the class. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 118

7 Graphic I.- Comparison among different functional-grammar related strategies Graphic 2.- Comparison among the highest values obtained in both categories Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 119

8 Graphic 3.-Comparison among the highest values obtained in both categories 4.2 Conclusions first stage Functional grammar is barely used as a strategy to improve reading comprehension in students in this School, therefore they scarcely make relationships of what and how things are communicated in a text and its relationship with the social context and purpose of the author. Nevertheless, when it was used, students appeared to react favorably The reading strategies performed by professors and students mainly relate to the activity proposed by the text-book, usually integrating localizing information or text-structure exercises Most of students present a shallow reading comprehension process since they lack in relating old and new information (Snow, 2002; Sweet and Snow, 2003;) and create their own argument that could differ by the one exposed by the author of the article Most of students present a poor reading comprehension performance in L2 not only because of linguistic and processing differences, but because of socio-cultural and experiential ones due to the Mexican context Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 120

9 The explicit use of functional grammar could be a meaningful alternative in order to improve the L2 reading comprehension process in students of this School. Bibliography Aebersold, J. A. (1998) From Reader to Reading Teacher. Cambridge: Cambridge Language Education. Amador, K. and Alarcón, M. (2003). Propuesta metodológica para evaluar la comprensión lectura en estudiantes universitarios. México: Revista de Filosofía y Letras, BUAP. Brown, H, P. (1994). Teaching by principles. An alternative approach to language pedagogy. EU: San Francisco State University. Butt, D., Rhondda, F., Feez, S., Spinks, S., Collin, Y. (2000). Using Functional Grammar. Sydney: Macquarie University. Clapham, C. (1993). The development of IELTS. Cambridge: Cambridge Language Education. Connor, U. (1996). Contrastive Rethoric. Cambridge: Cambridge University Press. Comisión Nacional de Libros de Texto Gratuitos. Retrieved on the Octuber 2 nd 2010 from Day, R. and Banford, J. (1998). Extensive Reading in the Language Classroom. Combridge: Cambridge Language Education. Ellis, R. (1999). Learning a second language through interaction. USA: John Benjamin Publisher. Gerot, L ( 2005). Exploring reading processes in Research Language. In Researchig Language in Schools and Communities. New York: Len Unsworth. Grabe, W. and Stoller, L. (2002). Teaching and Researching Reading. London: Langman. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 121

10 Intended Literature to explain the use of functional grammar in reading comprehension Graesser, C. (2007). An introduction to a strategic reading comprehension. In Reading comprehension strategies. New Jersey: Lawrence Erlbaum Associates Granados, T. (2006). Esculpir con estadística, sobre los posibles usos de la Encuesta Nacional de Lectura. Encuesta Nacional de Lectura. México: UNAM. Hallyday, M. and Matthiessen, C. (2004). An Introduction to Functional Grammar. Great Britain: Hodder Education Hellsen, M and Reid, A. (2008). Researching International Pedagogies. UK: Spreinger. Hernández, G. (2006). Hacia un país de lectores? Encuesta Nacional de Lectura. México: UNAM. Kinstch, W; Kinstch, E. ( 2005). Children s reading comprehension and assessment. New York: Lawrence Erlbaum Associates. Lock, G. (1995). Functional English Grammar. An Introduction for second language teachers. Cambridge: Cambridge University Press. MacNamara, D. (2007). Reading comprehension strategies. New Jersey: Lawrence Erlbaum Associates Perret, G. (2005). Researching second and foreign language development. In Researchig language in schools and communities. New York: Len Unsworth. Prieto, P., Bonilla, P. and Dovalí, L. (2008). El Uso de estrategias en la comprensión de textos. Conferencia dada en el Foro Nacional de Estudiantes de Lenguas Extranjeras Chetumal, México. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 122

11 Programme for International Student Assement. Reading for a Change. Performance and Engagement across countries. Results from PISA OECD: Silbersatin, S. (1994). Techniques and Resources in Teaching Reading. Oxford: Oxford University Press. Sweet, P. and Snow, C. (2003). Rethinking Reading Comprehension. New York: Guildord Publications. Snow, C. (2002). Reading for Understanding. US: Rand. Unsworth, L.(2006). E-literature for children. New York: Routledge Uribe, R (2006). El comportamiento del lector de México en el contexto Internacional. Encuesta Nacional de Lectura. México: UNAM. Westera, J. (1995). Reciprocal Teaching of Reading Comprehension in a New Zeland High School. New Zeland: Psychology in the Schools, v32 n3. Williams, G. (2005). Children and uses of language description. In Researchig language in schools and communities. New York: Len Unsworth. Zait, G. (2006). El desastre Educativo de México. Encuesta Nacional de Lectura. México: UNAM. Los autores David Martínez Prieto is a student of the last semester of the Licenciatura en Lenguas at the Benemérita Universidad Autónoma de Puebla. He has been an Australia IDP-SEP Peace scholarship recipient at Macquarie University (Sydney, ), university counselor ( ) and a translator of the International Volunteer BUAP program (2008). He has been a speaker at different National and International congresses. Patricia Prieto Fuenlabrada holds a Masters in Cience by the Benemérita Universidad Autónoma de Puebla. She has taught in this university for more than twenty five years at language-related areas Centro de Lenguas Extranjeras and the Licenciatura en Lenguas Modernas. She has been a CONACYT scholarship recipient (1998) and has conducted different researches that relate to reading and writing problems of university students. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 123