EXPLORING THE READABILITY OF A CLIMATE CHANGE TEXT

Obiageli Nnamani (PhD)

Abstract


The twentieth first century has been bedeviled with life- threatening challenges, one of which is climate change. Education has been identified as one of the tools that can reduce the consequences of climate change. One of the ways Nigerian universities teachers can convince students to join the campaign to save the earth is by writing easy- to read Climate Change textbooks. Drawing  inspiration from the reader response theory and adopting a descriptive survey design method, this study investigated the readability of a text ‘Climate Change and Its Institutional Framework’ in order to ascertain whether second and third year students of Alex Ekweme Federal University, Ndufu Alike Ebonyi State  would find the text readable. The results revealed that long sentences, lexical density, heavy nominalization, lack of sufficient background and academic language made the text have a poor readability rating. The result of this study has implications for climate change materials and textbook writing in higher education.

Keywords


Exploration, Readability Rating, Textbooks, Climate Change, University Education.

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 ISSN (Print):   2695-2319

ISSN (Online): 2695-2327

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.