Reading Awareness

Statement of the Problem Being proficient in a foreign language needs mastering its four skills: speaking, listening, writing and reading. The latter is extremely important in language learning since written words enable the language learner to have access to all kinds of information and knowledge. In order to better understand what an EFL learner reads, s/he has to make use of a number of reading strategies namely: prediction, Prior Knowledge, summarizing, skimming, scanning. Most of second year literary-stream students at “Al akhawain Kird” Secondary school in El-Oued in Algeria fail in comprehending what they read in the classroom setting and this may be directly linked to their lack of awareness of using the appropriate reading

It also attempts to raise their awareness about using such strategies. To achieve such objectives, it is paramount to find out students’ attitudes towards using reading comprehension strategies and teachers’ role in raising their awareness about their use. Research Questions Such objectives can be attained by trying to answer the following research questions:

Q1: What are the attitudes of secondary school students towards using reading strategies in enhancing their reading comprehension?

Q2: Does the teacher raise students’ awareness about using reading strategies to enhance their reading comprehension?

Q3: How can adopting the suitable reading strategies facilitate students' process of learning. ?

Research Hypotheses In conducting the present study, we hypothesize that:

H1: Secondary school students hold positive attitudes towards using reading strategies in enhancing their reading

It includes “Literature Review” about the investigated topic and involves an overview about reading. It respectfully defines reading, reading comprehension, states the different models of reading, and finally sheds light on the main difficulties that EFL students may encounter during their reading process. Chapter two deals with reading strategies; definition of reading strategies, asserts their importance, and their paramount role in enhancing students’ reading comprehension. It equally tries to stress the teacher’s role in raising students’ awareness about the use of such strategies and indulge them to better benefit from adapting a strategy based instruction model with their students. Chapter three is devoted to the practical part, which is divided into two sections: the field work and outcomes obtained from both students’ and teachers’ questionnaires. The results will be interpreted in forms of, tables and