Why do people have difficulty understanding written texts?
There are various possible reasons.
For example, they don’t know the language.
Or they do know the language, but it’s gibberish.
Or it may not be gibberish, but it’s outside their conceptual comfort zone.
None of these problems, however, are really our concern as language teachers. What does concern us is another kind of difficulty. Written English can put quite special grammatical obstacles in the way of a foreign reader, so that sentences which are relatively unproblematic for us may be surprisingly hard for our students to decode.
For example:
What’s the problem? Quite simply, it’s to do with embedding. The main sentence has other material embedded in it, and this has two effects.
1. The subject and verb are separated:
2. Words which don’t seem to belong together are put side by side:
Both of these sentences have embedded relative clauses, and in both of them the relative pronoun (that) has been dropped – something that doesn’t happen in most of our students’ languages. If the relative pronoun is there, the embedding is signalled, and a fluent reader will probably grasp the sentence flow without having to think about it.
If the structural signals are absent, a fluent native reader can still supply them unconsciously: he/she is used to embedding in written language, and knows that there is a relative clause even if that has been dropped. For the less fluent native or non-native reader, however, sentences with heavy embedding may already be quite problematic; if relative pronouns and other structural markers are not there, reading can become very difficult indeed.
Michael will be talking about all this at the 2011 IATEFL Conference in Brighton.