Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

scholarly journals Activating Background Knowledge: An Effective Strategy to Develop Reading Comprehension Skills

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Shubhada Kedar Deshpande
Keyword(s):  
Reading Comprehension ◽  
Research Study ◽  
Social Issues ◽  
Background Knowledge ◽  
First Year ◽  
Effective Strategy ◽  
Comprehension Skills ◽  
Teacher Researcher ◽  
The University ◽  
Reading Comprehension Skills

<p style="margin: 0cm 0cm 8pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt;">The present paper is a report on a small classroom based research study. The researcher has tried Activating Background Knowledge as a strategy to improve reading comprehension skills of the students in the First Year B.Com. Classroom in a degree college affiliated to the University of Mumbai. The teacher-researcher assigned two passages dealing with two different social issues and set in two different contexts, i.e., foreign and local, for comprehension to the students in the classroom. The classroom experience indicated that activating and building on the students’ background knowledge did help in facilitating their reading comprehension skills. The paper thus recommends it as an effective strategy to develop the students’ reading comprehension skills. </span></p>

scholarly journals Dilemmata and Dimensions of Children’s Reading Comprehension Skills

2016 ◽  
pp. 85-112
Author(s):  
Mohammed Shamsul Hoque
Keyword(s):  
Reading Comprehension ◽  
Clear Definition ◽  
Surface Level ◽  
Comprehension Skills ◽  
Young Learner ◽  
Definition Of ◽  
Reading Comprehension Skills ◽  
Better Than

Learners have to deal with texts they read in many different ways. Some learners comprehend better than others; some take a little while to get to the deeper meanings of the text while some get to the meaning instantly. Some may find it difficult to comprehend even at surface level. Psychologists, linguists and educators have been divided in their opinions about how a young learner comprehends a text and why they are better or worse than their peers in comprehending text. In this article attempts have been made to present a clear definition of what is comprehension; how comprehension happens among readers before, during and after reading; what makes a learner a good or a poor comprehender. While presenting this phenomenon in brief, mentions and citations have been made from established researches /studies in this area along with observations of acknowledged psycholinguists, educators and practitioners. Finally, with support from different studies, an attempt has been made to describe ways and means as to how to improve learners' reading comprehension.Philosophy and Progress, Vol#53-54; No#1-2; Jan-Dec 2013

scholarly journals Developing Reading Learning Model to Increase Reading Skill for Animal Husbandry Students in Higher Education

2020 ◽  
Vol 2 (1) ◽  
pp. 484-493
Author(s):  
Abd. Syakur ◽  
Rosidi Azis ◽  
Sukarsih
Keyword(s):  
Reading Comprehension ◽  
Animal Husbandry ◽  
Research Strategy ◽  
Reciprocal Teaching ◽  
Research Subjects ◽  
Care Giving ◽  
Comprehension Skills ◽  
Nahdlatul Ulama ◽  
The University ◽  
Reading Comprehension Skills

The development of teaching and learning activities must be evaluated to find out the success or failure of learning. This evaluation must be done because teaching now will certainly affect the next learning process, especially the reading comprehension model. This study aims to produce a reading comprehension model that is able to improve the reading comprehension skills of second semester students in the English for Professions subject to 2 Semester Credit Systems (SKS) in the department of animal husbandry at the University of Nahdlatul Ulama Blitar. The study approach used was Research and Development by modifying the ten steps of implementing the research strategy into three steps. The research subjects were lecturers and students majoring in animal husbandry at the University of Nahdlatul Ulama Blitar. Data collection techniques used was observation, questionnaires, interviews and tests. Research data analyzed using qualitative and quantitative analysis techniques. Data results show that the use of reciprocal teaching reading strategies combined with peer-teaching methods can significantly improve students' reading comprehension skills. The care giving effect arising from the application of reciprocal teaching to reading comprehension increases social values ​​in second semester students in the English for Professional course.

scholarly journals Scaffolding Reading Comprehension Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 97 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Study Results ◽  
Comprehension Skills ◽  
English Language Teachers ◽  
Scaffolding Strategies ◽  
Reading Comprehension Skills

The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

scholarly journals The Effectiveness of PQ4R Strategy on the Development of Reading Comprehension Skills of the English Language Course among Second Intermediate Grade Students (Female Students): فاعلية استراتيجية (PQ4R) في تنمية مهارات الاستيعاب القرائي في مقرر اللغة الانجليزية لدى طالبات الصف الثاني متوسط في مدينة جدة

2021 ◽  
Vol 5 (8) ◽  
Author(s):  
Wazeera Farajallah Al sulami, Maysoon Abdelazeez Dakhiel
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Intermediate Grade ◽  
Study Results ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Independent Variable ◽  
And Control ◽  
Reading Comprehension Skills

The current study aimed at investigating the effectiveness of PQ4R Strategy in developing reading comprehension skills of the English Language Course among second intermediate grade students. The study adopted a quasi-experimental design employing two groups (experimental and control). The design included an independent variable (PQ4R Strategy) and a dependent variable (reading comprehension skills). The sample of the study consisted of 2nd Intermediate Grade Students from schools in Al kamel (N=47). The students were divided into two groups experimental and control. The experimental group (N=23) was taught the reading comprehension texts of the super Goal 3 book through PQ4R Strategy. The control group (N=24) was taught the same texts through the traditional method. To achieve the goal of the research, a guide was prepared for the teacher to implement the strategy and reading comprehension test designed by the researcher. Results revealed that PQ4R Strategy had a positive effect on the students' reading comprehension. In light of the study results, the researcher recommended the following: using PQ4R Strategy for developing reading comprehension skills of English language students’.

Using Tablet Applications as Assistive Tools in Teaching English as a Foreign Language

2019 ◽  
pp. 263-282
Author(s):  
Tami Seifert ◽  
Veronika Zimon
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
English Language ◽  
Letter Recognition ◽  
English Language Acquisition ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Oral Expression ◽  
Group 2 ◽  
Reading Comprehension Skills

A case study examined the contribution of tablet applications for English language acquisition and improvement of reading and reading comprehension skills among pupils diagnosed with learning disabilities and those not diagnosed with learning disabilities. Participants were Grade 4 pupils from a public school in central Israel in two groups. Group 1 included two boys and two girls diagnosed with learning disabilities; Group 2 included two boys and two girls not diagnosed with learning disabilities. English learning applications were used with the intent of improving the abilities of letter recognition, reading, reading comprehension, listening comprehension, and oral expression in English in a fun way relevant to the pupils' lives. Findings indicated a more pronounced improvement in English reading and reading comprehension skills among pupils who were diagnosed with learning disabilities. The research also confirms that the use of tablet applications resulted in increased motivation for learning.

scholarly journals The Cruciality of Using Literature to Enhance Reading Comprehension Skills

IJOHMN ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 44-59
Author(s):  
Dr. Khaled Hassan Ali Eltayb
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Analysis Method ◽  
Teaching Literature ◽  
Comprehension Skills ◽  
Language Courses ◽  
English Language Teachers ◽  
Reading Comprehension Skills

This paper attempted to shade the light upon “The cruciality of teaching Literature to enhance reading comprehension skills”, is conducted to find out the role and importance of teaching literature in developing comprehension skills in tertiary level. The researcher adopted descriptive analysis method, the population of this study of (30) English language teachers from different Sudanese universities. Date was gathered by questionnaire. The researcher used a statistical package for social studies (SPSS package). The study comes up with followings: Teaching literature in language courses helps students to develop Reading Comprehension skills, teaching literature in reading lessons helps students to develop skimming and scanning techniques, literature presents valuable material to teach reading comprehension lesson, literature is a good way to practice acquiring quick information from the texts, and teaching literature develops students’ interpretative abilities. 

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