Like stated before, it gives the teacher to see where the students ' strong points are or where their weaknesses are and need to work on that specific topic. When having assessments as the teacher it helps them know where their students are at with the lesson and it makes the students know that learning is an important concept in school. By students realizing this it makes them take school seriously and want to do well in class. If the students, see the teacher caring about them and working with them they will be more willing to take their studies thoughtfully and if the students still do not understand they know the teacher will be willing to
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
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.
Schema is defined as the prior knowledge of a learner and it reflects the experiences, conceptual understanding, attitudes values, and skills a reader brings in reading a text. A number of experts have defined reading in many ways through diverse wordings, such as it being a “psycholinguistic guessing game” and an interaction between the text, the reader, and the world. Nevertheless, this study would only focus on one of the most common and prominent concepts that could be derived from the varying perspectives—that is the schema theory of reading. In schema-theory research, reading comprehension is importantly a process of relating the information from the text to already existing knowledge framework in the readers’ minds. The text does not
The students have to apply the concept that they learn by doing interaction with other students. It means that the students can practice communication based on language structure. As more demands to acquire communicative competence arise, educators have recently turned their attention to speaking. Speaking is one of the four basic skills of language in communicative language learning that should be primary taught to the students. It is very important in learning since speaking skill determines the students’ success in carrying out communication in real situations.
That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.
He brings out the importance of Language learning strategies in the classroom adopted by the learners. He further emphasises that these strategies would equip the learners and help them to communicate appropriately and also creatively. The major issue raised by the author on Language learning strategies thus finds a solution. The researcher ultimately concludes that Language learning strategies paves way to creative thinking which would enable the learner to be autonomous and constructive in the process of Language
Evaluate and revise the strategy training. Goals of Strategy Instruction: Strategy instruction tries to provide learners with the instruments to do the following (Cohen, 2003): • Self-diagnose their strengths and weaknesses in language learning • Become aware of what helps them to learn the target language most efficiently • Develop a broad range of problem-solving skills • Experiment with familiar and unfamiliar learning strategies • Make decisions about how to approach a language task • Monitor and self-evaluate their performance • Transfer successful strategies to new learning contexts Cohen (2000), defined language learning and language use strategies as processes which are consciously chosen by learners. However, language learning strategies are used to improve learner knowledge of a given language, and they comprise affective strategies, cognitive strategies, meta-cognitive strategies, and social
It enables learners to understand a text faster and progress in reading process. Brown (2001) emphasizes that skimming means looking through a text to achieve the main point of the text. He also claims that skimming helps learners to predict the purpose and identify the main idea of the
Materials provide models of correct models of language use. The learning materials could be a good motivating factor. Besides using the teacher-generated materials or already existing in textbooks, students working in groups can produce those for the whole class to use fostering group cohesion and a spirit of group solidarity. The tasks that reflect the student's’ specialist world should be meaningful, relevant. Materials: provide a stimulus to learning they need to contain challenging and interesting texts, enjoyable activities that stimulate the learners’ thinking capacities, offering opportunities for learners to use their previous knowledge and skills.