000			03093nam a2200241Ia 4500
005			20191209143911.0
008			180910s9999 xx 000 0 und d
040			_aLB-BrCRDP
100	1		_aEl-Masri, Yasmine Hachem _gMaster Education
245	1	4	_aThe readability of the national grade 12 Lebanese biology textbook : a comparison between anglophone and francophone learning milieux
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2009
300			_a76 pages
500			_aالنوع : Mémoire
520	3		_aScience instruction relies heavily on textual material. However, reading science texts is a painstaking endeavor for many students, especially non-native speakers of the language of instruction. Hence, the usual comprehensional challenges faced by students when reading science textual material are accentuated by second language issues. In Lebanon, science instruction in high schools and universities occurs in either French or English, not in the country's native language, Arabic. Studies suggest the difficulties faced by native and non-native speakers lie mainly in syntactic and lexical features of scientific texts and students need to develop strategies to render their textbooks meaningful. The purpose of this study was to investigate and compare the readability of the French and English versions of the Grade 12 Lebanese Biology textbook using readability tests as well as to examine and compare the problems anglophone and francophone students faced and the strategies they used to derive meaning from their Biology textbooks. The readability of the English and French versions of the Lebanese Grade 12 Biology textbook was assessed using the Flesch and the Cloze tests. The Cloze test was administered to seventy-five male and female Grade 11 students from anglophone and francophone sections from a school in Lebanon. Twenty students were probed for their reading strategies in semi-structured interviews. Apparently, both anglophone and francophone students found their textbooks rather difficult to read, which is consistent with the Flesch ratings for both versions. Students' performance on the Cloze test was comparable with regard to the number of correct responses, although francophone students left significantly fewer blanks unattempted. Both groups struggled with the vocabulary especially the technical terms. Anglophone and francophone students used very similar supervising, paraphrasing and establishing coherence strategies but employed support strategies differently. Recommendations for practice and for further research are suggested.
650		4	_aCycle Secondaire L’enseignement des Sciences Livres Scolaires
650		4	_aMilieu Socio-Culturel
650		4	_aSecondary Education Sciences education Textbooks
650		4	_aSocio-Cultural Milieu
650		4	_aالمرحلة الثانوية تعليم العلوم الكتاب المدرسي
650		4	_aالوسط الثقافي الاجتماعي
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27489
942			_cLAESDATA _2ddc
999			_c19942 _d19942