Arabic as a Second Language Reading Instruction : A Method Analysis

2016 ◽  
pp. 141-150
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Second Language ◽  
Reading Instruction ◽  
Second Language Reading ◽  
Method Analysis

scholarly journals The relationship between lecturers’ beliefs and their actual methods of reading instruction: An Ethiopian case study

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Tesfaye A. Gidalew ◽  
Geesje Van den Berg
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Second Language Reading ◽  
Continuous Training ◽  
Motivation To Read ◽  
Reading Methods ◽  
English Second Language ◽  
The Relationship

The purpose of the study was to determine the relationship between lecturers’ beliefs and the actual methods they use in teaching reading. The study, which was conducted in teacher training colleges in the Amhara Region in Ethiopia, showed quite a number of discrepancies. The findings revealed that although in many cases lecturers were aware of the required methods to teach reading in the classroom, they did not use them. If students are not taught the necessary skills to enable them to read fluently and with comprehension in English as their second language, the implications might be far-reaching. Possible consequences will be lack of confidence and motivation to read and study in English. Furthermore, as teaching of English second language reading is not only of utmost importance as a foundation for learning in higher education, but also the language of teaching and learning in Ethiopia, the most important implication is that it might deprive students from being successful in their studies. The findings of this study will benefit lecturers and higher education institutions. The study not only creates awareness of possible discrepancies that might exist between lecturers’ beliefs and their actual practices but also recommends lecturers to be involved in continuous training on how to confidently use the best reading methods to assist students to be fluent readers and literate students, and be able to study in the language of teaching and learning.

The role and importance of lower-level processes in second language reading

2013 ◽  
Vol 47 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Reading Instruction ◽  
Reading Skills ◽  
Second Language Reading ◽  
Future Research ◽  
Linguistic Variables ◽  
L2 Reading ◽  
Semantic Processes

This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are also discussed. When examining the role of these processes, an important focus is also on cross-linguistic variables and the various ways in which they facilitate or impede the development of L2 reading skills. The review concludes with a discussion of the implications of the issues addressed for L2 reading instruction and directions for future research.

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

Second Language Reading: A Curricular Sequence for Teaching Reading Strategies

1981 ◽  
Vol 14 (5) ◽  
pp. 415-422 ◽  
Author(s):  
Carol Hosenfeld ◽  
Vicki Arnold ◽  
Jeanne Kirchofer ◽  
Judith Laciura ◽  
Lucia Wilson
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Second Language Reading ◽  
Teaching Reading
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