Academic journal article Modern Journal of Language Teaching Methods

The Impact of Choosing Title Activities as a Post-Reading Task on Learning Reading Comprehension among Pre-Intermediate Language Learners

Academic journal article Modern Journal of Language Teaching Methods

The Impact of Choosing Title Activities as a Post-Reading Task on Learning Reading Comprehension among Pre-Intermediate Language Learners

Article excerpt

2Department of ELT, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

1.Introduction

In order for language learners to function in a foreign language, they need to be able to speak, listen, write and read that language. In academic settings, reading is assumed to be the central means for learning new information (Celce-Murcia, 2001).

Reading as a skill has received a lot of attention almost in every pedagogical situation because the purposes of reading and the tasks it fulfills can be various and it can affect the learning of other components as well. Richards and Renandya (2002) stated that there are some reasons that reading receives a unique attention among second or foreign language learners. At first, the learners want to be able to read for gaining important information about their careers or their majors. Second, they are able to enhance the process of language learning via written texts which follow various pedagogical goals. "The reading goal is to read for meaning or to recreate the writers meaning. Reading to improve pronunciation practice, practice grammatical forms, and study vocabulary does not constitute reading at all because, by definition, reading involves comprehension. When readers do not comprehend, they do not reading" (Chastain, 1988, p. 217).

Reading comprehension is thus an interactive process between the reader and the text. In that the reader is required to fit the clues providing in the text to his or her own background knowledge. Reading for comprehension is the primary purpose of reading skill. Thus raising students' awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. As a consequence, the use of graphic representation to highlight text organization and to indicate the ordering of the content information is an important resource for comprehension instruction (Nunan, 2006). Celce-Murcia's (2001) framework of reading instruction consists of: pre-reading instruction, during-reading instruction, and post-reading instruction.

Post-reading instruction focuses on the development of opinions on the texts to discuss the major ideas to be understood by the learners. Demand a critical stance on text information, or oblige students to connect text information to personal experiences and opinions. All three components of the frame work may be integrated into a single lesson with a short reading passage on a familiar topic or they may run across numerous lessons. Reading is a complex skill and we want to see whether choosing title activities as a post-reading task is effective in reading comprehension or not (Celce-Murcia, 2001). To achieve the purpose of reading comprehension, an appropriate approach or methodology is required. Language teaching methodologies involve some of the more popular second language teaching methods of the last half century (Richards & Rodgers, 2001).

Alongside content-based instruction (CBI), task-based language teaching (TBLT) has gained a considerable degree of attention around the world. In TBLT, the learners are given an opportunity to explore the language (Skehan, 1998). Successful teachers have always helped their students to create a connection between the new information they obtain with their real lives. Post-reading activities and tasks are used to help ESL students to think about and respond to texts they have read (Morris & Stewart-Dore, 1990). They support students to consider what they have read and learned that they might use for other language and literacy related activities such as presentations or reading texts.

According to Richards and Renandya (2002), it is important to note that not all but the majority of the writers agree that post-reading tasks should be included in the extensive reading programs. Although the post-reading tasks take time away from reading and may prevent the students' enjoyment from reading, but it should be seen as its own reward in extensive reading. …

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