(PDF) The role of teaching reading strategies…

International Journal of Current Life Sci

ences – Vol.4, Issue, 11, pp. 10922-

10928, November, 2014

10927 |

P a g e

impr

ess

ion.

Thi

s

way the

lear

ner

s’ related

bac

kgro

und

kno

wled

ge

on

a given top

ic will

be acti

vate

d so that

they

can

read

and

compre

hend

more

efficien

tly.

Cols

tate

(2

008)

als

o

su

gge

sts

t

hat

in

o

rde

r

to

in

trod

uce

the

to

pic

and

act

iva

te

the

learn

ers

back

gro

und

kno

wled

ge,

tea

cher

s sh

ould

beg

in t

he l

esso

ns wi

th a

pre-

rea

din

g a

cti

vit

y. T

hi

s c

an

als

o

hel

p

the

m

make

s

ure

abou

t

th

eir

stud

ent

s’

k

nowl

edg

e

of

voc

abu

lary

and

gram

mar.

T

he

se

can

si

gni

fic

antl

y i

nfl

uenc

e

the

l

ear

ner

s

read

ing

and

u

nder

sta

ndin

g

of

t

he

au

then

tic

t

ext

s.

Howe

ver,

wh

en

the

st

ude

nts

do

no

t

have

re

lat

ed

bac

kgro

und

k

nowle

dge

abou

t

the

t

opi

c, it

is

o

f

no use

en

cour

age

them

to

re

late

thei

r

bac

kgr

ound

kno

wled

ge to what they read

. Promp

ting

a

d

isc

uss

ion

befo

re

stu

dent

s s

tar

t to

re

ad a

te

xt

as

a wa

rm u

p a

cti

vit

y

can

pro

vok

e t

heir

cr

itic

al

thin

king

s

kill

s a

nd

mak

e

the

m

more

in

tere

sted

in

the

te

xt.

Reading strategies alone can

not lead to the

comprehension

of a text.

They just h

elp the learners

in the process

of

reading.

For

example

when

the

students

do

not

comprehend

the

text

f

ully

and

cannot

di

fferentiate

between the

main idea an

d the

supporting ideas in

tha

t

text,

t

hey

won’t

b

e

ab

le

to

p

araphrase

or

summarize

the

text

skillfully.

Willingham

(2006)

stated

that

for

“comprehension monitoring”

to be

useful, in

addition to

recognizing t

hat one

do

es not

understand

t

he text,

h

e

needs to understa

nd the

material while readin

g them agai

n

(p. 6).

It is also

important to

note

that although

the

findings

suggest that learning abo

ut and applying reading stra

tegies

plays significant

role in

reading c

omprehension of

the

EFL learners, each

of these

strategies is i

mportant and ca

n

help in a

certain situation

and for

the fulfillment

of certain

objectives.

CONCLUSION AND IMPLICATIONS

Findings of

this stud

y suggest

a nu

mber of

theoretical and

pedagogical

implications.

The

study

also

has

implications

for

further

research. A

ccording

to

t

he

recent

theories

and

approaches

in

language

learni

ng

and

teaching,

learning

is

enhanced

more efficiently a

nd

ra

pidly

if th

e

student

s

get

familiar

with

the

objectives

of

the

course.

T

he

main

theoretical contributio

n of

this

study is

that

when

students

know why they

are reading

the text

or

what they are

supposed

to

know

and

be

able

to

do

with

the

information

derived

from

the

text,

they

will

be

more

successful

learners.

Reading s

trategies

can b

e con

sidered

as a

means

to achieve the intended objectives. In ter

ms of pedagogical

practice,

the

findings

of

t

he

study

provide

further

empirical

evidence

of

the

u

sefulness

of

explicit

teaching

of reading strategies. These strategies play the role

of tools

that contribute to the reading and comprehending texts

with

the

intention

of

collecting

particular

types

of

information

out

fro

m

different

t

ypes

of

reading

texts.

Interested researchers also can consider different str

ategies

and different

types

of

text along with

different possible

objectives in

their studies

to

suggest the

application

of the

right

strategy

in

the right

situation for

the fulfillment

of

the intended

objectives

in read

ing different

text type

s.

Different reader

s can

have

drastically d

ifferent ob

jectives.

By clarifyi

ng

what you

need

to

know, you

will

be

able

to

distinguish the important from the irrelevant and focus

attention

accordingly.

For

different

students,

different

reading

strategies seem to be

useful.

It is due

to

t

he

fact

that

t

hey

d

o

not

have

the

same

read

ing

styles.

O

ne

particular

strateg

y

may h

elp

a student i

n

overco

ming

the

reading difficulties

while the same

strategy might b

e of no

use to another

student. W

hen the strate

gies are taught

explicitly to

the students,

it gives

them the cha

nce to lea

rn

and know those

strategies and

to be

able to reflect

on their

effectiveness.

References

Aebersold, J. A.

&Field, M. L.(1997).

From Reading to

Reading Teacher:

Issues a

nd Strategies

for Seco

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Language

Classrooms

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ambridge:

Cambridge

University Press.

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R.C.,

&

Pear

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P

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(1984).

A

Schema

theoretic

View o

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Basic

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P.D.

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R.

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M.L.

Kamil,

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Mosenthal

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D. (2000).

Principles of Language Learning

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Longman:

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Fransisco.

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Why Teachers

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et TESL

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http://iteslj.

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edagogy.

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arrell,

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K.(1988).

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d Practice,

3rd ed. San

Diego:

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he Bottom: An Interactive

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the

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Prob

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of

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in

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P.L.,

Devine, J.

and

Eskey,

D.E.

(eds)(1988)

Interactive

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Second Language Reading

. Cambridge: CUP.

Grabe, W. (1988).

Reassessing the Term

Interactive, in

Carrell,

P.L.,

Devine,

J.

and

Eske

y,

D.E.

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Cambridge: CUP.

Grabe,

W.

(1991).Current

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i

n

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search.

TESOL

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Grover, S.,

Kullberg,

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C. (1999

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Organization

of

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nter

nati

onal

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Jou

rnal

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Krui

deni

er, J.R.

(2002).

searc

h-b

ased Pri

ncipl

es for Adu

lt

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c

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n

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ucti

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ton

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onal

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itut

e fo

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8.

Levin

e,

A.,

Ferenz,

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EFL Aca

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odern

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e

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l

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