Reading is useful for language acquisition. By reading students can enrich their new vocabulary. It also gives positive effect for their spelling, grammar and punctuation. Another advantage is reading text provides good models for English writing. Students can learn how they construct sentences, paragraphs, and whole text.
Richard J Stiggins (1987) stated that “Performance assessments are valuable tools for measuring communication skills such as reading, writing, speaking and listening” (p.34). This assessment is more valid compare to other method of assessment because it’s requires students to demonstrate what they know. Performance assessment is the direct observation. Teacher can observe their students during assessment whether they can perform a task or not. Students are
Reading extensively involves giving learners the option of choosing their texts and reading at their own speed. For many it is a more pleasurable way of reading. In using this method, a teacher has the important role of influencing learners to read by introducing them to either simplified or unsimplified text, depending on their reading level. Most importantly, teachers need to ensure that learners understand the beneficial aspects of reading extensively. By helping them set realistic goals and familiarizing them with various types of texts, learners will enhance their word recognition and, as a result, experience more pleasure out of reading without having to constantly stop reading due to lack of
Introduction: Reading is beneficial in acquiring language, according to Harmer, “ The more you read, the better you get at it” (Harmmer, 2007). This means reading is a significant skill that students should practice in daily life because it will support them in being more intelligent by having a lot of input, improve their language and construct their vocabulary as well as it will help them in their careers (Harmmer, 2007). Teachers should consider reading as an important skill and try to scaffold students in simple and fun way to make students feel interested to learn. In this paper I am going to analyze my MST`s reading lesson that I observed during my teaching practice to see what worked with her students and what did not work as well
According to Bandura, the social cognitive theory could be based on a person or students motivations to gain learning and understanding and actions was based on a person or students motivations to learn. Reading skills determine proficiency according to Wassman and Rinsky (2000, p. 2, cited in Suparman, 2005, p. 141). With the use of skills, students will be able to gain understanding, share insights, and even experience or explore the world of others. This is indeed a great key to discover ulterior wonders. High reading proficiency indeed helps an individual to become competent and globally qualified.
McMillan (2007) also believes FA provides students with ongoing corrective feedback, improves learning, and encourages student involvement. In addition, reading assessment is of profound significance in second or foreign language pedagogy. In this regard, Brown (2004) suggests “reading, arguably the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability” (p.
Reading and writing is part of nation-building and it is the most important linguistic skill that needs to be developed in young learners. According to Rozendal & Green (2002:131), the ability to read is a critical component of school success and a strong correlation exists between poor reading ability and school failure. Reading and writing is critical for learning and if learners have not properly mastered the skill their potential for success in the learning context is hampered. Reading is important for learning as it gives learners independent access to a vast world of information as well as fulfillment and pleasure in what they do. Writing on the other hand gives learners the pleasure of most likely to remember what they have learnt.
The strategy is the mental operations which help the readers to ease up the reading situation and connect the meaning with the written forms or symbols (Tarnraporn 2010; Abersoldand Field 2000). So the good reading strategy is that one aids the learners to solve problems. The students tend to vary the strategies, in order to make successful use of reading strategy, in which it is important to reach a fully understanding of the text (Hsin et al 2009: 1).“Learners actively use strategies to accomplish their language learning goals” (Neil 2003: p 6). Iranian
Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language." Therefore, if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be. Practising speaking skill in a right way is not possible without grammar. A student has to rehearse speech after learn the basic rules of grammar.