| Autor: |
Olifant, Tilla, Cekiso, Madoda, Boakye, Naomi, Madikiza, Nophawu |
| Předmět: |
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| Zdroj: |
Journal for Language Teaching / Ijenali Yekufundzisa Lulwimi / Tydskrif vir Taalonderrig; 2020, Vol. 54 Issue 2, p71-93, 23p |
| Abstrakt: |
Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners' independent comprehension strategy use. Furthermore, the study has disclosed that the teachers' inability to engage learners in reading comprehension strategies might signify the teachers' lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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