Thinking in English

Reading is important, because many people said that reading is a window of world. So, in this assignment which have the common aim of improving the reading for collage/student who are studying english for educational or academic reasons. It is proposed that reading activities reflect the specific approaches can be classified as either psychological,linguistic, content,and orientated. The characteristic of each of these approaches is presented and illustrated with exercises from published course. Some of the strengths and weakness of each approach are discuss.

AIM OF READING COURSES

Following the selection of aims and objective testifies           :

“Reading to help students recognize,understand and enjoy a wide variety of text

Types in English. “ (Reasons for reading,1979)

“ Reading to assist the non-native speaker of English studying in the medium of English and to comprehend more fully material of the kind and may be required to read”.( Reading comprehension course: selected strategies,1982).

“ A reading selection is made of topics of general interest and relevance to learner at this level.

Few English speakers share of the accessibility of reading in other language, and judging from the popularity of reading courses. Many foreign learners of English also feel less that confident about reading English and make it as pleasures of reading literature.

PART OF READING            :

  • The psychological approach
  • Linguistic approach
  • The content-orientated approach
  • The pedagogically – orientated approach
  1. THE PSYCHOLOGICAL APPROACH

Course which take the psychological approach to reading development claim to provide exercise or activities which train natural reading process and focus on take place in the mind of reader.

The majority of the exercise in thinking in English of reading skill are design to practice the psychological process specified by the author rather than drawing the learner’s attention to the meaning of the twenty reading text.

PROCESS OF READING

  • Understanding the writer implication
  • Making inferences
  • Realizing the information
  • Evaluating the passage
  1. LINGUISTIC APPROACH

While the psychological approach focuses on the words and the sentences of the reading passage the assumption is that if the learners can handle linguistic feature of the text efficiently reading ability will be improved and exclusively linguistically orientated, this approach often influences a large proportion of the activities in a reading course.

 

  1. THE CONTENT – ORIENTATED APPROACHED

The content – orientated approach is founded on the view that the purpose inherent in a particular act of reading is an essential feature and make the reader believe that a specific purpose for reading a would be goal – directed and efficient.

 

  1. THE PEDAGOGICALLY – ORIENTATED APPROACH

Pedagogic is a part of all good course design and all of published courses that mantion so far have pedagogic strengths in that theirs authors have corsidered such matters the length of the time students might wish to spend on a given accalvity, the entertaint ment quality of the activities and the interest value of the text.

According to the view, readers who are given some choice in the selection of their own reading materials and who can develop at their own rats will be more successful readers than those whose programme of study in directed by the teacher, the course book or administrator.

 

EVALUATING APPROACHES TO READING DEVELOPMENT

For approaches to the design of reading course have been identified and each of these approaches has its own characteristic.

The table below summarizes the focus of each approach:

ORIENTATED FOCUS TRAINING APPROACH
Psychological The reader The psychological process
Linguistics The language of the text Linguistic knowledge
Content Meaning and use Reading for a purpose
Pedagogic Individual access Personal control

 

Whatever approach or selected, all good reading course must require the student to spend must of the time engaged in reading. It is cautionary to remember that any success that bright be claimed for a particular philosophy might be more simply attributed to the activity of reading.

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