Abstract:
The present study was conducted in the Department of Electronics at the University of
Constantine 1 to improve the reading comprehension of Master One students of
Electronics of the scientific and technical texts and to overcome their reading
comprehension problems, particularly the language-centred ones. It aims at answering
questions about the efficiency of equipping learners with the basic discoursal elements
in boosting their comprehension. To probe into the subject, three hypotheses were set:
1) if the teaching of English to Master One students of Electronics is basically readingoriented, learning will be more interesting and motivating, 2) if Master One students of
Electronics are familiar enough in General English, they will easily handle and
understand English for Science and Technology texts, and 3) if the teaching of reading
to Master One students of Electronics focuses on equipping these learners to identify
and make use of the non-technical vocabulary and the grammatical-rhetorical
relationships per se, their reading comprehension will be enhanced. To check the stated
hypotheses, a questionnaire, two proficiency tests, four comprehension tests together
with classroom observation were used as data gathering tools within an experimental
design. The data obtained offered a clear picture of the teaching/ learning situation of
English at the Department of Electronics as well as the learners’ needs. The findings of
the study have allowed us to see the influence of the students’ poor linguistic
kn
owledge on their reading comprehension achievements. Accordingly, we can say that
our hypotheses have been to a large extent confirmed. The obtained results evenly
highlighted the significance of the implemented course in enhancing the students’
reading performance and increasing their motivation and interest in learning English at
the department of Electronics and by extension even in the other departments.
