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Modern Techniques of Teaching Reading Skills

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In recent years the support extensive reading(ER) in English as a second or foreign language(ESL/EFL) programs has been compelling. When practicing extensive reading, the reader/learner reads a wide variety of text for pleasure and achieves a general understanding of the context while deciphering unknown words through context. This approach contrasts with extensive reading, a more traditional approach based on a slow, careful reading of a text, with goals of complete comprehension and identification of specific details and information. Research supports the use of ER, as it benefits the development of speaking, listening, and writing language skills(Maley 2005), as well as involuntary vocabulary acquisition(Brown, Waring, and Donkaewbua 2008). for this reason, ESL/EFL programs(Day and Bamford 1998). In East Asian nations such as Korea- where EFL increasingly central to education policy- more and more workshops, seminars, and conferences focus on helping teachers incorporate ER programs into their teaching context. There is a wide range of materials available for ER, including graded readers-novels and short stories that are calibrated to the different language levels of learners. However, despite the great support for what has been described as “the single most effective way to improve language proficiency”(Maley 2005,354). “Simply reading” is not a valid use of learning time, nor is it congruent with local expectations of the role of classroom teachers. Consequently, intensive reading, a companied by comprehension questions and language analysis tasks, continues to dominate in Korean classrooms.

When we approch the theme of the motivation of learners for academic success, the question seems difficult to pinpoint. For the simple reason that several factors and parameters come into play to definie the educational path of a given learner. This article, we will try to study the social factors that seem to determine the levels of motivation and involvement of learners in their academicsuccess. By taking into account the conjuncture of these factors we can then claim the answer a major question.

Le présent article aborde le thème de la motivation des apprenants pour une réussite scolaire. La question nous parait difficile à cerner, dans le sens où plusieurs facteurs s’impliquent pour définir le parcours scolaire d’un apprenant. A travers cette recherche, nous essayerons d’étudier les facteurs sociaux qui déterminent les degrés de motivation et d’implication des apprenants. En prenant en considération cette conjoncture nous pouvons prétendre répondre à une question majeure, celle qui détermine les causes de l’échec et les raisons de la réussite scolaire en fonction du milieu familial qui les détermine

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application/pdf

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https://arabjhs.com/ojs/index.php/a/article/view/28

10.59735/arabjhs.v2i19.28

https://journals.univ-batna.dz/index.php/rlhs/article/view/1364

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AL_sunbula Center for Research and Studies

University of Batna1

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https://arabjhs.com/ojs/index.php/a/article/view/28/26

https://journals.univ-batna.dz/index.php/rlhs/article/view/1364/1122

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https://creativecommons.org/licenses/by-nc/4.0

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المجلة العربية للعلوم الإنسانية والاجتماعية; جزء 2 عدد 19 (2023): العدد التاسع عشر الجزء الثاني/ حزيران

10.59735/arabjhs.v2i19

مجلة الآداب والعلوم الإنسانية Review of Letters and Human Sciences; مجلد 14 عدد 2 (2021); 299-322

مجلة الآداب والعلوم الإنسانية; Vol. 14 No. 2 (2021); 299-322

مجلة الآداب والعلوم الإنسانية; Vol. 14 No 2 (2021); 299-322

10.59791/rlhs.v14i2

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Family environment

learner motivation

academic success

environnement familial

réussite scolaire

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info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

مؤلَّف محكَّم

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Manar Elsharq Journal for Literature and Language Studies

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