Syed
Md Golam Faruk
King
Khalid University, Saudi Arabia
Syeda
Shabnam Mahmud
BRAC
University, Bangladesh
Abstract
The paper investigates whether the cultural unfamiliarity is a
hindrance to reading comprehension or not and, if this is a barrier, whether pre-reading
activities can be of any help to overcome it. The study was conducted with 19
foundation English course students at a private university in Bangladesh
collecting data from their two consecutive reading comprehension classes. Two
texts—one is about “ragging” of which each of the students had direct practical
experience, and the other is about Halloween of which some of them had some
vague ideas through movies and internet—were used as teaching materials
following the same kind of pre, while, and post reading activities. The reading
comprehension tests confirmed what had been widely acknowledged as the negative
effect of cultural unfamiliarity on reading comprehension and showed that the pre-reading
activities were useful to turn the negative effect into positive ones. However,
the pre-reading activities were not equally useful for all the students; the
positive impact of the activities was obvious only in the motivated students’
performance.
Keywords: Reading comprehension, Pre-reading activity, Cultural
familiarity, Cultural unfamiliarity
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