In an analytic syllabus, learners are presented with "chunks of language which may include structures of varying degrees of difficulty" (Wilkins, 1975, p. 13). Clearly, both synthetic and analytic approaches are required at different times to achieve different purposes. As Nunan argues, "grammatical complexity does not necessarily equate with learning difficulty" (Nunan, 1988, p.28). Most grammatical syllabuses used are based on the assumption that language consists of a finite set of rules which can be combined in various ways to make meaning. These rules can be learned one by one, in an additive fashion, each item being mastered on its own before being
incorporated into the
English teachers from the departments under the Faculty of Arts hold discussions during the special workshop conducted by Dean Dr. Pimporn Chandee on July 29,2003.
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learner's pre-existing stock of knowledge. It is also generally assumed that once learners have internalised the formal aspects of a given piece of language, they will automatically be able to use it in genuine communication outside the classroom. Second language acquisition research, however, suggests that learning does not occur in this simple additive fashion. Nunan suggests that "one solution to this problem is to expose learners to naturalistic samples of text which were only roughly graded, and which provided a richer context than would other wise be the case" (Nunan, 1988, p.28). An alternative is to focus on what learners are expected to do with the language rather than on the language itself. Thus the tasks are graded, not the language. This accords with the views of (Prabhu, 1983). There are however, difficulties in adopting such an approach in that (a) it is difficult to grade tasks conceptually and (b) it maybe in advisable to ignore the language needed to do the tasks. The Thai university context seems to offer a blend of analytic and synthetic, hi some courses, students focus on items; in others, the focus is on the content rather than the form. In BG 5000 English for Business Communication, students focus on the content, the task and the form.
Research Methodology
Each of the selected passages of complete text was scanned into an IBM-compatible computer using a Microtekslim Scan C3 scanner. The resulting text was then imported into Microsoft Word, a word-processing system equipped with the Spell and Grammar Check software. AFlesch Reading Ease Flesch-Kincaid Grade Level was obtained for each sample. Once all the material understudy had been scanned, spell checked and analyzed by the Spell and Grammar Check, the scores were averaged.
Flesch-Kincaid is used to measure the grade levels of the two business communication textbooks and selected articles from various sources such as English language newspapers, English magazines, and the internet websites articles.
Readability Formulas
Readability may be predicted by applying a variety of formulas to reading materials. A readability formula is a mathematical equation derived by regression analysis that describes the relation between the reader's skill and the author's style. Flesch Reading Ease determines the readability level of materials between fifth grade and college graduate. Reading ease refers to the reader's ability to decode text. Word length and polysyllabic words are common variables used in estimating reading level and are major contributors to increased reading difficulty. The formula is based on the average sentence length (in words) of selected samples and on the average word length measured as syllables per 100 words of sample. These two factors are combined to yield a reading ease score. This score is represented by a number with a range of to 100 and gives approximate values for interpreting the score. The Flesch-Kincaid formula yields an index with a range from 1.0 (first-grade level) to 50 (totally unreadable). A high readability index (over 12th grade) does not mean the writing is appropriate for college-educated readers, rather it indicates the writing is complex and difficult to read.
Results and Discussion
An examination of one business communication textbook reveals that the grades as measured by the Flesch-Kincaid grade vary form 4.8-12.00 giving an average grade of 8.4. The average grade for the whole book from chapter 1 to Appendix D is 8.7, each chapter's grade ranges from 8 to 9.7.
An examination of the reading passages that students choose to read for themselves according to their own interest shows that the grades students choose ranged from grades 5.6 to 12 giving an average of grade 9.8. As the articles are chosen by the students, this indicates that students are able to read grade 9.8 English on average. This grade average is used at the very beginning of the semester as these passages were chosen in the first week of the class and used for the first two or three weeks. Students read, summarize the passages and write a critical analysis of the topic they have chosen.
Both the textbook and then news articles that students choose for themselves confirm the fact that students are able to read at an average of grade 9.7-9.8. It can be assumed that for students who are not able to read at these average grade levels to start with, by the end of the semester, they should be able to read these grade levels without much difficulty. As these are first trimester, first year Master's degree students in the Business Program (MBA), it can be implied that after their four years of undergraduate studies they have achieved an average of nearly grade 10 reading proficiency. The reading activities at this level should re-enforce students' reading ability of this level. In addition, the In-house TOEFL post-tests indicated a range of score increase of up to 50 points. The better the students are the higher the increase. The significance of this finding is that students, though have on average low level of vocabulary, should be able to read and understand most university textbooks without much difficulty.
Conclusion
Readability formulas should be considered together with other specific elements-such as motivation level and interest level of the reader, cultural factors, visual attractiveness of the materials and so on.
The information obtained about the readability of the available publications and students' vocabulary knowledge at the different frequency levels should be helpful in understanding the difficulties some students encounter when presented with a new task. Additionally, the students' selection of materials at an appropriate reading level that can be understood by them should help students to take a more active part in their English study. Ultimately, this increased understanding and involvement by the students also should assist in increasing the students' proficiency in English.
Significance of the study
With the use of Flesch-Kincaid, guiding students to appropriate-level reading materials is now much easier and more accurate than ever before. Flesch-Kincaiduses a grade-level scale which is readily comprehensible and permits easy comparisons with students' grade-equivalent scores from standard reading tests.
Further Research
It would be interesting to investigate MBA students' proficiency in listening, speaking and writing and see how these compare with their reading proficiency.
Contributed by Dr. Pimporn C.
Faculty of Arts.
