Improvising Reading Skill in English Language Classrooms
ABSTRACT
The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. And opportunities to learn English are provided in many different ways such as through formal instruction, travel, and too many Spoken English Classes, as well as through the media and the Internet. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources. Learners set themselves demanding goals. Of all the four skills, Learners get the bad image easily through reading.
INTRODUCTION
Reading is a complex activity. The goal of reading is “to construct text meaning based on visually encoded information” (Koda, 2007, p.1). In first language (L1) reading, readers use only one language, whereas in second language (L2) reading, learners have at least two languages to deal with. The former group is limited in their linguistic knowledge. They do not have cultural and social knowledge they do not necessarily retain previous knowledge, which is the basis of understanding English. They study English for a variety of reasons; they use both L1 and L2. This study focuses on second language reading for English language learners. It aims to present the challenging issues English language learners face in developing their English reading skills and to suggest recommendations for teachers of English language learners for better instruction.
TO define reading, it is nothing but construction of the meaning of the oral or written messages. Readers make up for their insufficient understanding of the messages by using “bottom-up” and “top-down” approaches (Stanovich, 1980). Bottom-up approaches are processes where readers focus on letters, sounds, syllables, words, phrases, sentences, and paragraphs. The process of
The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. And opportunities to learn English are provided in many different ways such as through formal instruction, travel, and too many Spoken English Classes, as well as through the media and the Internet. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources. Learners set themselves demanding goals. Of all the four skills, Learners get the bad image easily through reading.
INTRODUCTION
Reading is a complex activity. The goal of reading is “to construct text meaning based on visually encoded information” (Koda, 2007, p.1). In first language (L1) reading, readers use only one language, whereas in second language (L2) reading, learners have at least two languages to deal with. The former group is limited in their linguistic knowledge. They do not have cultural and social knowledge they do not necessarily retain previous knowledge, which is the basis of understanding English. They study English for a variety of reasons; they use both L1 and L2. This study focuses on second language reading for English language learners. It aims to present the challenging issues English language learners face in developing their English reading skills and to suggest recommendations for teachers of English language learners for better instruction.
TO define reading, it is nothing but construction of the meaning of the oral or written messages. Readers make up for their insufficient understanding of the messages by using “bottom-up” and “top-down” approaches (Stanovich, 1980). Bottom-up approaches are processes where readers focus on letters, sounds, syllables, words, phrases, sentences, and paragraphs. The process of
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