Table of Contents
TABLE OF CONTENTS.........................................................................................................
INTRODUCTION....................................................................................................................
LITERATURE REVIEW ......................................................................................................
METHODS ..............................................................................................................................
1. OBJECTIVE OF TEACHING READING........................................................................
. reading class
1
By the way of reading ,a learner can master these high-tech and cultural
knowledge concerning English -speaking countries. As reading is the only
time-saved way to absorb foreign advanced technology, by reading, we
can learn more and make cont ributions to the construction of our
motherland .In that case, reading becomes necessary and urgentbecause
Reading can help absorb all kinds of information.
Reading English books, magazines etc can improve reading ability step
by step, speeding up cultivating and forming good reading habits. So.
Reading can help us develop our interest.
By reading a lot, one can advance their English background knowledge
and broaden his or her vision, inspire his thought, build the values, train
the creative performance and develop his intelligence.
The psycholinguistic view 's Goals of teaching Reading are to train
students to form their expectation for a Reading activity ,to encourage
students to take risks in guessing , in ignoring the fact that they should
always be correct , and to train students to use the minimum number of
syntactic and semantic clues to obtain the maximum amount of
information .
Students should therefore be trained to be flexible in reading by using
different kinds of exercises , i.e. to obtain specific information
( scanning ), to obtain the general idea (skimming ) , to obtain
comprehensive understanding of reading ( through comprehension ) or to
evaluate information (critical reading ) . Students should be aware of
these ways of reading as aims so that they can determine proper strategies
in reading .( Hasan, 1993).
1
These are the two main skills needed in developing your effectiveness
as a reader.
It is a technique you often use when you search for key words or ideas. In
most cases, you know what you're looking for, so you're concentrating on
finding a particular answer. Scanning involves moving your eyes quickly
down the page seeking specific words and phrases. Scanning is also used
when you first find a resource to determine whether it will answer your
questions. Once you've scanned the document, you might go back and
skim it.
When scanning, look for the author's use of organizers such as numbers,
letters, steps, or the words, first, second, or next. Look for words that are
bold faced, italics, or in a different font size, style, or color. Sometimes
the author will put key ideas in the margin.
It is used to quickly identify the main ideas of a text. When you read the
newspaper, you're probably not reading it word-by-word, instead you're
scanning the text. Skimming is done at a speed three to four times faster
than normal reading. People often skim when they have lots of material to
read in a limited amount of time. Use skimming when you want to see if
an article may be of interest in your research.
There are many strategies that can be used when skimming. Some people
read the first and last paragraphs using headings, summarizes and other
organizers as they move down the page or screen. You might read the
I believe effective reading depends upon difficult level of the text, the
unknown words in the text and background knowledge of the reader. It all
contributes to the reading successfully getting the message of the writer. I
have tried to make a point that difficult level in a reading text should be
according to the level of the reader.
I have tried to focus on all those factors which make reading uneasy /or
difficult for the learners. A list of such factors is given as under:
a. Vocabulary.
b. Structure of sentences.
c. Background knowledge of the students.
A. Vocabulary:
I have minutely observed during my investigation for questionnaire. The
first and most problem I found was unknown or difficult words. Such
vocabulary items which students thought were difficult for them proved
to be a serious deterrent in the way of reading.
B. Structure of Sentences:
During my investigation of questionnaire , I also found that in addition to
difficult Vocabulary items, the complex sentence structure also create a
problem for the proper understanding of the text. Consequently, a large
number of students do not benefit much from such texts which contain
difficult sentence structure.
C. Background Knowledge:
Inappropriacy of these text books is more to do with the cultural features
that occur in the texts which students and in many cases even teachers
cannot explain to the learners. I have observed that a text which reflects
and contains difficult words, do not coordinates with background
knowledge of the students and they do not know anything about the
subject under discussion, they feel it completely difficult to understand
the text. See figure (1)
Language instructors are often frustrated by the fact that students do not
automatically transfer the strategies they use when reading in their native
language to reading in a language they are learning. Instead, they seem to
think reading means starting at the beginning and going word by word,
stopping to look up every unknown vocabulary item, until they reach the
end. When they do this, students are relying exclusively on their
linguistic knowledge. One of the most important functions of the
language instructor is to help students move past this idea .
Effective language instructors show students how they can adjust their
reading behavior to deal with a variety of situations, and reading
purposes. They help students develop a set of reading strategies and
match appropriate strategies to each reading situation.
" Strategies that can help students read more quickly and effectively
include :
When language learners use reading strategies, they find that they can
control the reading experience, and they gain confidence in their ability to
read the language.
Books
Abdul Halim Ibrahim, (2006) The Process and Problems of Reading. Masalah
Pendidikan .
Brown H. Douglas, (2001) Teaching by Principles An Interactive Approach to
Language Pedagogy ( second edition ). Addison Wesley Longman ,Inc .
Davis Cole, Ardith, (2004) When Reading Begins: The Teachers Role in
Decoding, Comprehension, and Fluency. Portsmouth: Heinemann.
Grellet, F. (2001). Developing reading skills. Beijing: Foreign Language Teaching
and Research Press.
Hasan, A.S. (1993) Methodology of Teaching English. Syria: Damascus University
.
Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press.
Penny Ur. , (1996) A course Language Teaching Practice and Theory .
Cambridge : Cambridge University Press .
Journals
Cubukcu, Feryal, (2007) An Investigation of Reading Strategies Employed by
Trainee Teachers. GEMA Online Journal of Language Studies, 7 (2).
Johnsen, L. Problem-Guided Reading for College Journal of Reading April
(1984): 602-6
Websites
http://www.nclrc.org/essentials/reading/stratread.htm
http://42explore.com/skim.htm