Learner's and teachers' perspectives about learners' difficulties in reading comprehension
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Date
2016
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university of Oum-El-Bouaghi
Abstract
The current study aims at investigating learners' and teachers' perspectives about learners' difficulties in reading comprehension. Moreover, it attempts to explore the main factors beyond the reading comprehension difficulties. Accordingly, it is hypothesized that learners' difficulties in reading comprehension lie in their understanding of both vocabulary items and the contexts in which they occur. Hence, to reach the aim and test the validity of the formulated hypothesis, a classroom observation and two questionnaires were conducted; one for teachers and another one for third year scientific stream learners from secondary schools in Ain Mlila during the academic year 2015-2016. The questionnaire assigned to teachers was administered to ten in order to investigate their attitudes about learners' difficulties in reading comprehension. Likewise, the questionnaire assigned to learners is directed to sixty learners of third year (scientific stream) in order to examine their attitudes concerning the difficulties they encounter in reading comprehension. Consequently, in the light of the obtained results, theory and practice, it appears that learners reading comprehension difficulties lie in vocabulary items. Further, the analytical work particularly offered some scope to believe that the hypothesis set forth, turns out to be true. Thus, through results that we obtained from the questionnaire and classroom observation, we suggest some recommendations for both teachers and learners in an attempt to help learners resolve their reading comprehension difficulties.
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Langue (anglais) : enseignement : lecture