Reading involves garnering knowledge, information and meaning from any literary text. Readers are encouraged to be active in constructing meaning while reading text. Thus, after reading has taken place, readers should have a clear understanding of what has been written and they will then be able to transfer information they need. However, many students still have challenges with comprehension; especially when they have to comprehend words, sentences or an entire text. If people do not understand what they read, it becomes a frustrating, pointless exercise in word calling.
From the lesson, I learned that teaching writing in kindergarten requires a lot of modeling. Learners need to see correct letter formation, the spacing between words, writing left to right, and how to reference resources to spell tricky words. I also learned that students are motivated to do their best writing skills when they are going to share their writing with the class. I never realized how important it was for students to be able to share what they have written. Students enjoy “showing off” their
To train students to be good writers, teachers have a key role because they can guide students what to do and how to do to be successful writers. However, writing is not an easy task for most of the learners, applying some essential strategies and methods can help students learn this skill easily. One of the main points is enabling students to take information from one or more sources through reading different texts, so integrating of reading with writing is the best strategy of teaching writing. Introduction: “Teaching academic writing to both native and non-native speakers of English is an enterprise that unfolds in such a countless variety of settings and classrooms around the world” (Kroll, 2001, p. 219). Writing is one the most important skills which needs enough practice.
When working with their students, the writing instructors should take into account both strategy of learning and language skill development. To make writing, we need to involve composing, that is the ability to tell or retell part of information in form of description or narratives, or to transform information into new form such as argumentative or expository writing. However, composing sometimes can create problems for the students, especially for students who write in a foreign or second language in academic contexts. Create a new idea could be difficult since it needs to involve reworking and transforming information, that is more complex than retelling something in form of writing. To solve this problem Bereither & Scardamalia (1987) suggest we need to put together concept as engaging in “a two–way interaction between
By developing the writing skill it will help young learners have a bright future in their further studies. Writing gives learners an opportunity to express them self’s in a foreign language (Rohayati, 2014). Teaching writing as a second language to middle school students is probably one of the most challenging out of the four language components which include reading, writing speaking and listening. In many classes attention to writing is very limited as this component is usually used as a testing tool and it may be the reason students find it boring. Therefore teachers need to plan every lesson carefully adopting appropriate teaching approaches and methods in order to make the lesson productive and engaging for the students.
Since Extensive Reading is very different from usual classroom practice, students need careful introduction to this reading. Teacher can explain that the reading leads both to gain in reading proficiency and to gain in language learning; teachers can reassure students ' personal experience, and teachers are interested in the students ' own personal experience of what is read, and teachers can keep track of what and how much students read or can encourage students to read as wildly as
For example, I write on the board a key word of the topic in study and I ask them to brainstorm words that they relate to it. I have noticed that this activity helps them to focus and at the same time it motivates discussion regarding the topic and the words being said. Another activity that my students love is the KWL (Know, Want to Know, Learned), it is a pre-reading activity that they complete based on the title of the chapter or the text. They have reported to feel involved with the text because they discover that they actually have questions and that they may find the answers in the text. In the case of while reading activities, I always motivate them to underline important ideas and when we read together I stop at the end of each paragraph to ask them questions.
Preparing learners to communicate successfully in language classes is one of the most important issues. Teachers face a lot of difficulties in teaching English in EFL contexts. One of the major problems is students' unwillingness to take part in reading classes. Reading is one of the four skills which is difficult for students. It’s not a productive skill which makes the students to produce language in words but it’s the skill which gives the students for good input so they can get the information from what they read (Ediger 1999).
The following are some of the difficulties facing preparatory year students noticed by the researcher while teaching the target students. Supported by what has been discussed in the literature review. 1)Linguistic difficulty: The fact that writing doesn't use other methods of communicating a message such as signals ,stress , speed , intonation , pauses ,expressions ,of the face ….etc .makes writing a difficult task . Preparatory year students also get difficulties in manipulating the linguistic items to form good sentences constructions . Overcoming this difficulty depends on teaching vocabulary , structures ,and cohesive devices ,which are needed for writing.
Chapter One Introduction This chapter presents the background of the study, identification of the problems, formulation of the problems, limitation of the problems, research questions, purpose of the research, significance of the research, and outline of the research. Background Vocabulary is a tool used in learning English. According to Namaghi and Malekpur (2015), vocabulary is a tool which is really important in reading because without adequate vocabulary knowledge learners cannot understand the information in the reading. According to Yunhao (2011) vocabulary is the main factor for language learning and it is very useful for students majoring in language. It means that the vocabulary plays an important role in language learning especially