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The Effects of Seductive Details and Concrete Elaboration of English Texts on Comprehension and Interest of 2nd Year EFL High School Students

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키워드

주제분류교육학

초록

Two major purposes motivated and guided the present study: to examine the effects of seductive details and concrete elaboration on 2nd year high school students’ written text comprehension and interest, and to determine whether seductive details and concrete elaboration can serve as the basis for effective textbook design and comprehension instruction. Major findings include: (a) seductive details were detrimental to the main idea comprehension of intermediate proficiency students, (b) concrete elaboration enhanced main idea comprehension of high proficiency students, whereas it significantly interfered with main idea comprehension of intermediate proficiency students, and (c) seductive details and concrete elaboration did not enhance reader’ perceived interest of modified versions they read. The findings have implications for both English textbook designers and practitioners.

Abstract

Two major purposes motivated and guided the present study: to examine the effects of seductive details and concrete elaboration on 2nd year high school students’ written text comprehension and interest, and to determine whether seductive details and concrete elaboration can serve as the basis for effective textbook design and comprehension instruction. Major findings include: (a) seductive details were detrimental to the main idea comprehension of intermediate proficiency students, (b) concrete elaboration enhanced main idea comprehension of high proficiency students, whereas it significantly interfered with main idea comprehension of intermediate proficiency students, and (c) seductive details and concrete elaboration did not enhance reader’ perceived interest of modified versions they read. The findings have implications for both English textbook designers and practitioners.

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