Awareness of Text Structure: Effects on Recall*

Patricia L. Carrell

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EFL/ESL Teaching and Learning Reading and Literacy Development Second Language Acquisition and Learning

Abstract

Research in second language reading has shown relationships among reading comprehension, reading strategies, and metacognitive awareness of reading strategies (Block, 1986; Barnett, 1988; Carrell, 1989, Carrell, Pharis, & Liberto, 1989). Moreover, research with native speakers of English has shown differences in speakers’ awareness of particular expository text structures (comparison/contrast, description, causation, and problem/solution) and their recall of texts written in those structures (Richgels, McGee, Lomax, & Sheard, 1987). Whereas previous research in ESL has examined the effects of differences in rhetorical structure on learners’ recall of English narrative (Carrell, 1984a) and expository text (Carrell, 1984b, 1985), this ESL research has not investigated differences between learners’ awareness of particular text structures and their recall of texts written in those structures. Nor has the ESL research contrasted different measures of structure awareness. The study reported in this paper was designed to investigate these relationships in EFL/ESL reading. Forty‐five high‐intermediate proficiency ESL students produced written recalls of both comparison/contrast and collection of description texts. In addition, two different measures of awareness were included: (1)use of organization in written recall, and (2) recognition of organization in response to a probe question. Results showed that there were no differences in levels of awareness, regardless of how it was measured, due to differences in text structure, nor were there any differences in the quantity of information recalled between text structures. However, there were differences in the quality of information recalled as a function of text structure. Finally, in terms of relationships between awareness and recall, subjects who used the structure of the reading passages to organize written recalls showed superior recall both quantitatively and qualitatively.

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References

1978Schooling and the Acquisition of Knowledge 1978Discourse Production and Comprehension 1986The Comprehension Strategies of Second Language Readers 1980Use of Top-Level Structure in Text: Key for Reading Comprehension of Ninth-Grade Students 1989Metacognitive Awareness and Second Language Reading 1989Metacognitive Strategy Training for ESL Reading 1984Effects of Discourse Type on Recall 1985Facilitating ESL Reading by Teaching Text Structure

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