Analysing English First Additional Language Teachers' Understanding and Implementation of Reading Strategies

Autor/inn/en	Madikiza, Nophawu; Cekiso, Madoda P.; Tshotsho, Baba P.; Landa, Nhlanhla
Titel	Analysing English First Additional Language Teachers' Understanding and Implementation of Reading Strategies
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 9 (2018) 1, Artikel 170 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Madikiza, Nophawu) ORCID (Cekiso, Madoda P.) ORCID (Tshotsho, Baba P.) ORCID (Landa, Nhlanhla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Reading Comprehension; English (Second Language); Second Language Learning; Reading Instruction; Second Language Instruction; Reading Strategies; Teaching Methods; Teacher Attitudes; Foreign Countries; Teacher Education; African Languages; Native Language; Secondary School Teachers; Pedagogical Content Knowledge; South Africa + Suchen Sie Ihr Suchwort? Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseunterricht; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland; Lehrerausbildung; Lehrerbildung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Pädagogische Kompetenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers' neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers' understanding and their implementation of reading strategies in their classrooms to develop teachers' understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was used to analyse the quantitative data and the qualitative data were analysed thematically. The results indicated that the majority of teachers seemed not to understand certain reading strategies and, therefore, implemented only a few that they understood, greatly limiting learners' potential to explore other reading strategies. The study also established that some teachers only paid attention to traditional reading strategies that did not facilitate comprehension. The study recommended that teachers should be trained on how to teach reading strategies so that they are exposed to a wide range of reading strategies in order to assist learners improve their literacy (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01