It is not only a skill but as well as perhaps the most pleasurable , desirable indulgence to get someone informed and edge over in life’s other rudiments in learning. When one can read very well, he or she can satisfy both personal or functional needs. However, teachers find it
Improving competence without motivation is hardly possible. Thus, many different aspects need to be considered to improve reading motivation in the English Foreign Language Classroom (EFLC). In the flowing the different factors that influence a student’s reading behavior, such as reading motivation and competence will be described. Furthermore, an example of a reading lesson will be given, in which the various aspects of how to increase reading motivation and competence will be considered to plan a lesson that is beneficial for the students’ language-learning process. Afterwards a critical analysis of the reading lesson based on theoretical background knowledge will be provided.
Their devotion to showing and writing alongside the information and thoughts I have gotten notification from them has demonstrated to me that writing could be fun, significant and fascinating. I have not read a lot of writings but rather might want to that is whether they are half as intriguing as the topics we have talked about in class room exchanges. Something else that has affected me to enhance my writing skills is simply perusing a percentage of the great and awful case. Every writer has their qualities and weaknesses. Typically my qualities are exceeded by my weaknesses.
This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
The third is Read-aloud and discussion are effective ways to engage in mastery modeling. Read-aloud allows teachers to model important reading strategies and behaviors. According to McGee & Richgels (2003), teacher read alouds can be used to promote deeper understanding and interpretation of text; allow children to take an active role in understanding text; and prompt children to begin using mental activities that will become automatic as they begin reading independently. The fourth is Providing balanced book
Literature enjoys a very high prestige in the study of language. It is seen as auseful vehicle for teaching and learning both basic language skills and language areas which affords language educators enormous advantages. Here, we can cite Hişmanoğlu(2005) who said that “The use of literature as a technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and pronunciation) is very popular within the field of foreign language learning and teaching nowadays”.Literature helps promoting learners’ essential language learning opportunities, and expanding their language awareness.
So, it means that for reading comprehension, it is not only about the ability to read the individual words and know the meaning, but it is about understanding the whole passage as well. Reading comprehension is known to be important because even though it is almost a complex thing as it requires our understanding, but it will be very beneficial especially to be used in peer teaching strategies. Pupils can discuss among themselves the ideas they got based on the passage they read. Besides that, Ylvisaker (2006) has also stated that reading comprehension is seemed to be important for pupils to learn as it has a very close connection with listening comprehension but still reading comprehension skill is much
To understand a text a reader should not only possess linguistic knowledge but also general knowledge of the world and the knowledge activated during reading. Therefore, students’ background knowledge should be activated before reading the text. Understanding the text depends on the schema of the reader while reading. According to An (2013), schema theory guides readers as they make sense of new experiences, enable them to make a prediction about what they might expect to experience in a given context. Reading comprehension schema is often used to assist second language learning.
1.4 Significance of the Study The findings of the study will import the benefit of EFL teachers considering that complex sentence comprehension plays an important role in grasping the meaning and interpreting the text reading. The results of the study will be also useful to EFL teachers in providing teaching process to help their students improve linguistic competence in acquiring dependent clauses so that students will correctly comprehend and interpret complex sentence in text reading. 1.5 Scope and Delimitation This study is focus on acquiring full and reduced forms of dependent clauses; adverb clause, adjective or relative clause, and noun clause by applying explicit and implicit instruction. Moreover, the study is confined to comparing the significant difference of the effect on applying explicit and implicit instruction. This study is limited to 80 12th-grade students both male and female during the second semester of the academic year 2015 at Suraphinphitthaya School.
Reading has become a primary vehicle for target language input (Han & Anderson, 2009). The reading-based materials such as literary pieces and other prints that captivate students’ interests are engaging students in authentic activities. Prints help students reread and refer back to solve their problems (Dubbin and Bycina, 1991). There are several advantages using this type of materials to learn various language skills for it provides students with content that can make the lesson fun. It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories.