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ERIC Number: ED371576
Record Type: Non-Journal
Publication Date: 1993
Pages: 26
Abstractor: N/A
Reference Count: N/A
Modifications That Preserve Language and Content.
Long, Michael H.; Ross, Steven
This article reviews the research on the simplification of reading materials for second language (SL) learners and reports on an experiment of the effects of text simplification and elaboration on the reading comprehension of SL learners. Elaboration can improve the comprehensibility of texts without removing new linguistic forms that students need to learn or diluting the semantic content of the original. A review of the research suggests that linguistic simplification of texts fails on both counts, producing unnatural target language models. A study involving 483 Japanese college students studying English as a Foreign Language (EFL) for at least 8 years was conducted to determine their reading comprehension of unmodified, simplified, and elaborated texts. The study found that students who read the simplified passages scored higher on a multiple-choice comprehension test than students who read the unmodified version. Students who read the elaborated versions of the passages scored higher than those who read the unmodified versions, but not statistically significantly so. It also found that there was no statistically significant difference between the reading scores of students who read the simplified and elaborated versions of the passages. (MDM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A