In highschool English class, all English teachers have concentrated greater amounts of time and effort on reading comprehension skills at the expense of other language learning skills, but the results have not matched our expectations for reading speed and proficiency. Even though many factors can be cited for such a poor result, it is thought that the primary factor is the over emphasis on the separate translation of each sentence in reading education. Given this situation, the understanding of discourse structure patterns in text is an essential factor in improving reading comprehension of EFL readers.
The purpose of this study was designed to find out a more effective way to improve high school students' reading comprehension ability through investigating and analyzing discourse structures in solving the Korean Scholastic Aptitude Test(KSAT) to colleges and universities of 2005-2009
To Begin, In Chapter 2, we examined the meaning of reading and the elementary components of reading on a theoretical basis. Also, this study presented the patterns of discourse structure classified by Carrell, Hillman, Langan, Bader, and Anton. In addition, this study considered the previous studies of the relationship between discourse structure and reading comprehension and how the discourse influences reading comprehension. In Chapter 3, we analyze discourse structures of the Korean Scholastic Aptitude Test(KSAT) and propose an effective methodology to help the students understand discourse patterns and solve questions in their reading text.
The result of this study is as follows. First, we should make students know that an effective way to be successful in English reading is understanding the discourse patterns and reading schemes for solving reading questions. This means teaching English texts should be covered/studied/read by understanding discourse patterns not by translating sentences and through investigation of 6 a step reading scheme.
Second, the aim and objective standard of the Korean Scholastic Aptitude Test(KSAT), discourse is how well examinees understand the Text. Therefore an important key in understanding and using text is possible when students have knowledge of text patterns. so speakers should use language after understanding text discourse patterns and rules.
Third, To improve the ability of understanding discourse, we must study more methods for teaching text and the reading processes in addition to the translation of sentences. The findings of the study indicate that the teaching method of reading in high schools should be changed from sentence translation to understanding a paragraph within the context of a whole story.
In conclusion, the more the readers are conscious of the discourse structure patterns, the more they recall the information from the article in their minds. So it can be safely said that the importance of the notion of 'discourse' should be emphasized in English reading education and EFL students must also be taught the discourse structure patterns texts in order to advance their English reading comprehension. And it is suggested that teaching methods to connect reading skills and communication skills should be developed by reaserchers. As a result, students can improve their communication skills from these reading comprehension skills, and then students can use English as a language more effectively.