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.
A great deal of evidence testifies to a vigorous relationship between word knowledge and reading comprehension. Vocabulary knowledge is fundamental to reading comprehension. It is difficult to understand a text without knowing what most of the words mean. Understanding and constructing a mental representation of a text depends on one‘s knowledge of a large vocabulary to decode a word meaning (Adams, 2004; Alderson, 2000, as cited in Al Ghafli, 2011). In the same vein, Stahl (2003) claimed that insufficient word knowledge and limited vocabulary size may hinder students from understanding a text: if the text contains high-frequency words or words that students do not know, comprehension of the text is likely to be
In fact, it is a highly sophisticated mental process. Therefore, writing is process in the field of language learning and teaching. It requires a great mastery of grammar and lexis, then the ability to generate and organize ideas in a readable text. Components of The Writing Skill No doubt that writing is not easy task, because of the effort that the learners have to do to produce an effective piece of writing. They should follow certain criteria to achieve that.
Reading and listening are considered receptive skills whereas speaking and writing are known as productive skills. (Javed, Juan& Nazli:2013,p.130) Writing is one of the basic EFL skills. Banat(2007) pointed out that this skill is invaluable for helping students communicate and understand how the parts of language go together, adding that writing is one of the four major language skills that need to be mastered by language learners. Abu Rass(2001) stressed that writing is a difficult skill for native and nonnative speakers alike, for writers should balance multiple issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling, and mechanics. Writing is especially difficult for nonnative speakers because they are expected to create written products that demonstrate mastery of all the aforementioned issues in a new language.
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
Originally step is especially significant to begin. It is regularly difficult to do as long as I may not comprehend what I should do. The primary point that I should do is learning materials before the class. During do this, I can learn any vocabulary
Definition of Writing Writing is functional communication, making learners possible to create imaginative world of their own design (Kern, 2000). Writing is one of four language skills that should be mastered by students. It is considered as the most difficult skill because the writer has to make some aspects in writing such as content, organization, purpose, punctuation, vocabulary, grammar and spelling in a balance way. It requires a great intellectual capacity to produce a good writing product. Langan (2011) said that writing is a skill.
This complexity of writing is undoubtedly doubled on the part of students who are required to write in a second language (L2) in academic contexts. Compared to students writing in their native language (L1), students writing in their L2 have to acquire proficiency in the use of the language. They may also need to deal with teachers who may not get beyond their language problems
Wherefore the main aim of English teacher is to help language learners acquire this power of productivity, of generating original speech. All language learners be sure learnt the language system either explicitly or implicitly. Language is distinctly complex because the rules are not easily stated. We
Introduction Academic writing is a distinct genre that is marked with impersonal and formal style and complex structures making it a very difficult skill to acquire. Therefore, the importance of acquiring the writing skill in a way that enable learners to produce texts that are cohesive, coherent, and stylistically appropriate cannot be overstated. Cohesion and coherence are important features of successful academic writing; due to their importance, writing research continues to investigate how they can be achieved in EFL learner writing. In academic writing, it is especially important for the writer to “mark” texts to make them coherent. This can be achieved by using discourse markers because they signal what is important and set the connections between sentences.