Abstract:
This study attempts to explore academic reading from a discourse analytic perspective. The study mainly investigates the influence of text type on the reading comprehension process. It is limited to academic reading. The study defines text type as the genre and recurring patterns within a larger context. Such elements can both be external or internal to the text. Text analyses are carried out to elaborate this definition. These analyses are based on discourse analysis methods. All texts are chosen on a random basis.
It is demonstrated that knowledge of text type (or lack of it) affects readers’ comprehension of the main points of a text. Thus, besides possessing the necessary knowledge of vocabulary, grammar, etc. university students need to be oriented to the processes and conventions of the academic discourse community. It is hypothesized that this can be done through conscious training. A classroom experiment is designed to test this hypothesis. Data is collected through a test. The T test is used to analyze the data. It is found out that explicit instruction and discussion of text type is significantly effective in improving the students’ reading comprehension and summarizing skills.
It is recommended that language teachers should exploit the component of text type in their programs. Activities can be designed to draw the students’ attention to the patterns and conventions of academic discourse. In so doing, students’ reading and summarizing skills will most likely be improved.
Reading comprehension is probably the first phase in joining the academic discourse community. It is also one of the most important skills because academic writing does heavily depend on it. How can the students exploit their knowledge of text type in their writing practices? The study poses this question for future research.
