Foreign Language Learning Process

INTRODUCTION Foreign language learning process presupposes the four skills reading, writing, listening and speaking. However, there has been a dramatic increase in the studies about reading in recent years and Backman (2000) proclaims that reading is likely the most comprehensively examined language skill. Reading is a challenging and demanding skill in foreign language learning process since it requires such many factors as vocabulary, grammar, pronunciation, background knowledge about culture and the text being read and the knowledge of script language. Reading comprehension entails deducing the meaning and use of unfamiliar lexicon, understanding the stated information, conceptual meaning, the communicative value of sentences and

Method This study examines many researches, articles and academic books written about reading, reading comprehension, developing reading skills, and the language learning strategies and techniques. It is purposed in this paper to describe and determine effective strategies and techniques to overcome reading issues in foreign language process. Thus, it is literature review about the reading, reading comprehension and

The Importance of Reading Strategies As previously mentioned in the introduction, reading is vital in foreign language learning process and becomes effective when the comprehension is accomplished by the learners. One way to improve learners’ reading comprehension is strategy instruction ( Khaki , 2014) . In the study and experiment conducted by Khaki (2014), it is concluded that summarizing is an effective way for developing learners’ reading comprehension. Therefore, Khaki (2014) recommends that teachers ought to ask the learners to write a summary passage about what they read. Many other researchers have concluded that successful learners utilize more learning strategies and use them more frequently. ( Kaplan, 2002; Oxford, Cho, Leung, & Kim, 2004). Khaki (2014) also propounds that according to the strategic experts, learners become more creative, flexible and efficient when they adopt strategic knowledge in language learning process. As Griffiths (2008) suggests, higher level students use the strategies more frequently than the lower level students. Moreover, Carrell (1989) points out that descriptive investigations carried out by Hosenfeld and Block reveal the relationship between particular types of reading strategies and successful second language reading. Therefore, reading, comprehension and strategy use are interrelated components which means reading becomes effective through comprehension, and strategies ought to be utilized so as to get better comprehension