Application of Systemic-Functional Grammar in Reading Teaching

Based on M.A.K.Halliday's systemic-functional grammar,the paper puts forward some ideas on how to develop reading skills,analyzing how the ideational,interpersonal and textual functions are reflected and their interrelationship in reading materials,with an attempt to improve the reading ability.

Conjunction and Teaching Reading Skills in English

Conjunction contributes to organizing and managing stretches of discourse, indicating the way the information is arranged. Successfully identifying these discourse markers is of great benefit to the reader to extract the required information from what he/she reads, especially for the candidates who are tested for their reading abilities in a given time, for these markers give clues to the reader and make the perception easier and save a lot of time. To teach students to explore reading skills and read su...

Strategies for Effective Teaching and Learning of Reading Skill in English

Reading is a pertinent skill of the four basic language skills. English teaching and learning in Nigeria cannot but be given all special attention since it is the major language of administration, economics, religious propagation, and others in the nation. This paper has traced the treatment of reading aspect of English in the Nigerian Junior Secondary Schools using the teachers, students, and the nation＇s curriculum as instrument of operation. Some of the problems militating against effective teaching of reading skill in English were identified and discussed. Recommendations for achieving effective language teaching and learning focusing on English reading skill were highlighted. In the end, English teachers＇ attention is drawn on better ways of teaching reading as an important skill of the English language education

The Application of the Six Receptive Skills in Reading

Ⅰ.Introduction The training of reading ability is very important in a comprehension lesson of English as asecond language teaching. It refers to many factors, some are inherent in the reading material(its linguistic difficulties, its contents, its length, its types, etc.); some are present in the

Significance of reading material： What should a teacher do before class？

In this paper, the author explores the significance of reading material to the reading class in terms of the teachers＇ teaching achievement and the improvement in students＇ reading skills. Some common problems with reading material are presented and some suggestions are provided on how teachers should do with the reading material.

How to Teach Academic Reading More Effectively： Reading-Aloud Approach

In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning

The Effect of a Proposed Training Program Based on the Reflective Model on the Teachers＇ Reading Practices in Mafraq

This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.

The Application of the Psychological Linguistics Theory in College English Reading Teaching

The training of reading skill is the focal point of college English teaching. Psychological linguistics provides a new point of view for college English teaching. From the aspect of psychological linguistics theory this paper discusses some issues, including how to train students to complete the reading process independently, how to build the schema to achieve integrated discourse comprehension, how to choose the most appropriate reading model, in order to improve the English reading skill and provide some enlightenment for college English reading teaching.

Reading Skill Improvement Through Visual Memory, Question, Read, Recite, Record, and Review English Instructional Method （VMQ4R-EIM）

To improve students＇ reading skill through VMQ4R-EIM and to reflect the English instructional process implemented by the teacher in the secondary school, and finally the teacher can introspect his English instructional activities, there are 40 students as the research subjects of this CAR （classroom action research） and it used spriral method from Kemmis and McTaggart with four stages （plan, action, observation, reflection）. The research result showed that there was significant reading skill improvement to secondary school students. In the first cycle, the student＇s reading skill improved to 62% and the observation result reached to 65%. In the second cycle, the student reading skill improved to 97% and the observation result reached to 95%. The VMQ4R-EIM can improve secondary school students＇ reading skill. The research implication is the VMQ4R-EIM that is one way to be implemented by the English teacher in order to improve and make the students motivated and active in attending the instructional process

Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading

Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.

Teaching Intensive Reading Communicatively

The course of Intensive Reading is one of the key courses for the students who major in English at the tertiary level in China. This paper presents the writers＇ experiment of the communicative approach adopted in the course and discusses its effectiveness. The experiment focuses on the teaching of texts. The effectiveness of the approach is discussed drawing on the analysis of the questionnaire.

How to Develop student's Reading skills?

IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.

Improving the Reading Skills of ALS Learners Through Project RICE(Reading Intervention and Comprehension Enhancement)

One of the major problems in the education sector is the reading skills of learners.Students enrolled in the Alternative Learning System(ALS)also experienced this scenario due to several circumstances.This study focused on the improvement of reading comprehension skills of ALS learners by means of project RICE(Reading Intervention and Comprehension Enhancement)as well as the issues and challenges.A quasi-experimental design was utilized in this study which was participated by 54 learners,composed of 27 learners under the experimental group and 27 under the control group.The result revealed that the learners in the experimental group changed from frustration level to instructional level after the implementation of project RICE while the learners in the control group changed from instructional level to inde-pendent level,thereby signifying a significant difference and the effectiveness of the project.Additionally,issues with time and resources were often encountered by the learners.

Teaching Reading in College English with Online Platforms as Teaching Aids

The development of reading ability in English is one ofthe major pedagogic goals in College English Curriculum Requirements(2020).This paper discusses the objects and basic principles of teaching reading in college English and then analyses three steps in teaching reading with the aids of online platforms such as Chaoxing and Unipus campus.The teaching practice generally follows the sequence ofpre-reading session of engaging students,article-reading activities and follow-up activation.Among these,how to strike a balance between language and content,how to integrate reading skills into reading tasks and how to encourage global comprehension are attended to.It is concluded that combining classroom teaching with online platforms as teaching aids is an effective way to enhance learner'sreading ability.

Three Levels of Reading Skills Teaching through CALL at a Secondary School

With the development and application of CALL in the rural areas,the traditional class has undergone great changes.The study examines the effect of CALL in teaching three levels of reading skills in a secondary school.It involves two groups of Grade seven students received the same twenty reading lessons respectively.One is through a CALL-led method and another is informed by a teacher without the help of technology devices.Both qualitative and quantitative methods and procedures were employed through pretests and post-tests and interviews and classroom observation.The study reveals that CALL-led method is more efficient than the traditional way.

Effective Strategies for Improving Primary School Students’ English Reading Skills from the Perspective of Core Literacy

Primary education,guided by the cultivation of disciplinary core literacy,places a greater emphasis on students’autonomy and is committed to promoting students’all-round development.English reading is one of the main ways for students to acquire English knowledge.Although it is a fundamental learning point in English teaching,it poses challenges to English teaching in primary schools.This paper makes a detailed analysis of the current state of English reading education for primary school students from the perspective of core literacy,and then proposes effective strategies for improving students’English reading skills.

The Enlightenment of Miscue Analysis to English Reading Teaching

Reading miscue analysis is a tool on meaning-making construction in authentic oral reading. Since it reflects one's reallanguage proficiency, the patterns of miscues provide information on how the reader integrates the language cueing systems duringthe reading process in order to construct meaning. The purpose of this miscue analysis is using miscues collected from three cueingsystems as clues to analyze reader's misinterpretations after reading and give recommendations to improve the reader's readingskills.