Language school and course guide

Importance of Reading Comprehension in Second Language Learning

IMPORTANCE OF READING COMPREHENSION IN SECOND LANGUAGE LEARNING

Fry (1965, p. 24) writes the following words about comprehension:

It is very difficult to define comprehension. Reduced to its simplest elements we might say that comprehension is a part of the communication process of getting the thoughts that were in the author’s mind into the reader’s mind. This is a difficult process because it involves the transmission of an idea through several imperfect media. For example, the author must have a clear idea in his mind, then reduce this idea to written language; this will be printed; and finally the reader looks at the printed word and forms an idea.

Reading can be thought of as being on two levels at once. First of all the reader should get the objective information i.e. facts. According to Fry (1965, p. 26) these facts require little interpretation or judgment. Then on a higher level, the reader should be able to get subjective information, i.e. the tone and the mood of the story, unstated ideas or the overall information. “It might only hint at other situations with which the reader is supposed to be familiar. Or the reader might be expected to generalize from the specific facts given, in order to get a main idea …” (p. 27).

Authors may not state the main purpose of a piece of writing. It is for the reader to bring his background knowledge and thinking ability to get the main idea. “Readers who can only read facts and nothing more can never be called good readers.” On the other hand, readers who can get the facts seldom get the subjective points (ibid.). While teaching reading comprehension, the teacher must always keep in mind that the goal is to understand what the author meant (p. 26).

Davis (2008) writes that undoubtedly students of any language need to be able to read in that language. However, it is not very clear what is exactly meant by reading. Native speakers read a big deal of material each day depending largely on their motivation for reading. Reading in a foreign language is a very useful and relatively painless way to improve the command over the target language. When students already have a thorough understanding of the basic structure and vocabulary of the language, they are able to tackle and enjoy authentic texts on subjects of their interest.

The benefits of reading widely and relatively long texts are enormous for students with a relatively high level of proficiency in the language. They have different needs and different problems from those which they faced at lower educational levels. As they have already studied the vast majority of structures and ways of expressing meaning in English, these students need to be well familiar with the intricacies of these structures, rather than learning ever more. Through reading they can have better understanding of “the subtleties and shades of meaning carried by the use of a particular choice of words in a particular context.” Grammatical Structures and vocabulary can be learned easily through reading a lot. While students are about to complete their formal study of the “structural elements of English”, vocabulary will continue growing (ibid.).

Hussain (2005, p.110) writes that a person who comprehends English language has the following capabilities:

He can read at normal speed. He is able to understand “the lexical and the structural meanings of the words, phrases and sentences.” He can “take in complete phrases or groups of words at once and when reading aloud, use appropriate sounds, juncture, stress and intonation pattern.” He can guess the meaning of unfamiliar words while reading a text. If he is unable to guess the meaning of an unfamiliar word, he can find out it in a dictionary. He can skip unnecessary information while skimming. He is able to read silently without moving his lips. He is able to differentiate between opinion and facts. He can locate the topic sentence in a paragraph. He can make a summary of important points. He can distinguish between various moods of the writer. He can recognize the meanings of various graphic signals such as punctuation marks, etc.

Aebersold and Field (1997, p. 15) write that reading is what happens when people look at a text and assign meaning to the written symbols in that text. The text and the reader are two physical entities necessary for the reading process to begin. It is, however, the interaction between the text and the reader that constitutes actual reading.

The “attainment of simple reading” is not the quest. An insight, compassion, open – mindedness and tolerance must be developed. So many of young readers are interested only in fast – paced thrillers, which leave little room for reflection. Such readers when asked to read a classic agitate with loud groans (Pervez, 2008, p. 21).

Buzen (1997, pp. 33 – 34), on the other hand, defines reading as a process involving following seven steps:

Recognition i.e. the knowledge of the alphabetical symbols. This step takes place the instant before the physical reading begins. Assimilation – by which light is reflected from the word received by the eye and transmitted, via the optic nerve, to the brain. Intra – integration – a process equivalent to the basic comprehension, referring to the linking of all parts of the information being read with all other appropriate parts. Extra – integration i.e. bringing of previous knowledge to the material being read and making appropriate connections, analyzing, appreciating, selecting and reading. Retention i.e. the basic storage of information. Recall i.e. being able to get back from the storage whenever and whatever is needed. Communication i.e. the use to which the information is immediately or eventually put.

Reading is indeed very important in learning a foreign language. To give reading its due importance in Pakistani system of language learning, it is a dire need of time to understand the importance of reading in second language learning with particular to learning English as a second language. Language skills are usually grouped as receptive skills i.e. reading and listening, and productive skills i.e. speaking and writing. “People who use a language have a number of sub – skills within each of the four main skills.” (Lucantoni, 2001, p. 4)

The basic purpose of reading in first language learning is somehow different from that of second language learning. “In FL [Foreign Language] learning, reading is often used for purposes which are different from those found in mother – tongue. The most typical use of reading in a foreign language class is to teach the language itself.” In this way, vocabulary, structures and other things can be learnt through reading in a foreign language and to extend command over that particular language (Nuttall, 1982, p. 19).

Elley & Manghubai (1983) write that the effect of differences between learning of mother language and second language, in formal education, can be eliminated by means of a reading program based on the use of an abundance of high – interest illustrated story books and that high – interest story reading has an important role to play in second language learning. The pupils which, in their study, were exposed to wider reading progressed in reading and listening comprehension at

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Language Learning Techniques: Better Techniques for More Effective Learning

Language learning or language acquisition is the process by which humans learn or acquire a language and this is the leading aspect that distinguishes humans from other species. Language itself has cognitive, social, cultural and physical aspects attached to it. This defines the vastness of a language, as it is not just a means of communication but a process of interaction, information, communication and a motor skill.

Language learning as mentioned earlier is a process that blends one stage into another. Certain principles and language learning techniques are discussed below:

Techniques

There are many language learning techniques that have been developed by the pioneers in the language learning scenario. Some of these effective techniques are:

Drills: using of the drills technique focuses on one feature or set of the language. This means that repetitively doing a particular process till it is reproduced without errors. Activities that present a model must be performed till mastery is gained. Simple correction is not as effective as reinforcement. The language learning techniques recommend the usage of visuals like slides, pictures, magazines, real life situations, stick figures and student position in relation to the helper, for new text drills.

Enhancement of learning and motivation: an effective language learning technique is the enhancement of learning by introducing drama. This means any form of drama like videos, simple setups for the model text or free expressions all done by the students. Another effective technique is the usage of direct dialogue in the form of question and answer or comment and response. This initiates the student to respond or ask questions and can be corrected for a mistake.

Comprehension exercises: these exercises are effective in making the learner learn special words or words for various physical actions. The teacher can give commands for the physical actions that can be performed within the class limits and these could be individual action commands or group action commands.

Directed comprehension drills: in this language learning technique the teacher commands the student to give instructions or commands to other students, in a way involving the class. Here it is important to remember that the instructions used in the classes should always be in the new language and could be the variants to the words like good, read, open books, try again, write and listen.

Social context: any language if learnt with the social context in mind is easier to understand and learn. Therefore the language should be practiced in the cultural setting. The teacher can bring the student’s needs from real life situation to the classroom session. In this way, a student would find it comfortable to confront the situation if it occurs again.
Kinetic learning: this technique of language learning refers to the communication that is associated with action, movement or event. Kinetic learning has a higher place value than visual or verbal learning.
Thus these are the techniques that are effective in language learning. Besides these techniques there are certain principles which are as important to understand in the concept of language learning. The natural leaning sequence as followed by all facilitates learning and is the most effective form of learning; hearing, speaking, reading and writing.

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Spanish Language School ? Unique Learning and Cultural Experience!

Have you always been attracted to foreign languages and wished you had better studying opportunities? Do you find Spanish to be a delightful and interesting language? If the answer to either of these questions is yes, then you had better keep on reading and discover great opportunities of studying at a Spanish school, learning the language while traveling to Argentina, Chile or Peru.

What better way to learn a language than by being in a place where that language is spoken all the time? With Spanish language school studying, you will have the greatest learning experience, create lifetime memories and discover amazing cultures and people. The program offered within the Spanish school is destined to appeal to young minds, thirsty for culture and knowledge, including suitable accommodation arrangements and even weekend excursions. The staff is well prepared and students often enjoy the friendly atmosphere in which they are invited to study one of the most beautiful languages existent out there, Spanish.

The Internet presents all the information you need to know about the Spanish language school and you will soon convince yourself why this program is so popular, students from all corners of the world taking advantage of its features. The Spanish school has connections with universities from various countries, many of them confirming the positive learning experience. There are 12 Spanish levels, each being offered for a period of two weeks and being a really great way to get into the secrets of the Spanish language. For the comfort and quality of the entire learning experience, professionals at the Spanish language school prefer to work with small classes.

The Spanish school offers one the opportunity to study the Spanish language in several locations, situated in various countries and students are always captivated with the immense traveling opportunities presented. They not only get to learn Spanish but they experience something truly apart, meeting new people and discovering other cultures. Don’t worry about not adapting to the new places as the staff at the Spanish language school will make your staying more than pleasant and comfortable. You will be offered everything you need and that is particularly valid for the Spanish classes.

Many people have had a hard time studying Spanish or any other foreign language for that matter. For them, studying abroad programs have been designed and a lot of students have found the overall experience to be amazing. Being in a country where Spanish is a native language, the learning process is obviously facilitated and knowledge accumulated in a shorter period of time. The Spanish classes are designed to cover all areas of foreign language learning, including: speech communication, descriptive linguistics (grammar), reading and writing.

If you have decided to join a Spanish language school, you should know that you are in for a one-of-a-kind experience. The programs are available throughout the entire year, trained professionals and teachers being more than prepared to teach you Spanish. Select one of the classes you desire and join in with other students from different parts of the world. There is no better way to learn Spanish!