Factors affecting second language reading comprehension and ESL teaching methods

¶ … Second language reading comprehension is known to be extremely complex, multi-componential, dynamic and multi-dimensional due to the fact that it involves numerous interactions among different reader factors. The factors are (L1)-first language literacy, L1 backdrop, background knowledge, language proficiency, knowledge of pragmatics and genre, motivation, metalinguistic knowledge, metacognition, and strategy, as well as contextual factors (e.g., content and text topic, genre and text type, text readability, both verbal and non-verbal (Phakiti, 2006; Salataci & Akyel, 2002).

Teaching English as a foreign or second language (EFL/ESL) can be very demanding and calls for teacher's understanding of not only the teaching methodology and nature of reading, but also learner's nature and the context under which the teaching or reading occurs. ESL is mostly a requirement where English is the official language for communication. EFL is used commonly in situations in which English is not the official language for communication, neither is it used as a medium of instruction. With these two different learning environments, there could be difference in language input, interaction and output (Phakiti, 2006).

History

Theory-Free Methodology

In the words of Taber (n.d), the extraordinary concept of method includes, "the idea of a methodical set of teaching techniques that are based on a certain theory of both language and language learning." Nevertheless, it is still possible to explore a set of teaching techniques and search for a theory (Taber, n.d).

The Series Method

Though it was deemed a successful method, its glory diminished after just a few hours, while the good old grammar-translation method came back in full regalia. However, as we shall see, there was no longer a series method, but one day, it will experience a kind of resurrection (Taber, n.d.).

The Direct Method

According to second-language theorists, the Direct Method was the first ever method of language teaching, which was invented as a form of reaction against the ineffectiveness and monotony of grammar-translation classes. It adopted and applied Gouin's discoveries from past generations, aiming to imitating his naturalistic approach. With regards to Gouin's terrible failure in German, Berlitz desired to get students immersed in the target audience. He and Gouin believed in the same things, which was that learning a second language could be made easy by imitating the way children learn their first language; which is a direct method without explaining any grammatical points and making use of only the target language. Grammar, therefore, was, taught inductively. Speaking and listening comprehension, without translation were the main objectives (Taber, n.d.).

Behaviorism

When applied to language acquisition, emitting an utterance (operant) helps one learn a language, which is in turn reinforced by a response from another (a kind of consequence). If the limited behavioral consequence turns out to be a negative one, the person is expected not to repeat the behavior; if it is a positive response, the person is expected to repeat the behavior. This is where repetition leads to some kind of habit formation. The Audiolingual Method (ALM) was initially regarded as the Army Method because the military adopted it during World War 11 when the ineffectual monolingual nature of most Americans became obvious. ALM is nothing like the Direct Method because its main aim is to help the students learn how to communicate effectively in the target language. The Audio-Lingual Method is a very behaviorist approach to teaching a language. It depends on practice aimed at forming good language habits, and emphasizes extensive conversation practice in the target language (Taber, n.d.).

Conclusion

Strategic competence or metacognition, which is known to have a great influence on strategic reading is an important aspect of L2 comprehension. Gaining full understanding of this theoretical construct is a requirement to all effective teachings of EFL/ESL reading. One important aim of every future research is to consider the factors that can enhance or hinder effective self-regulation and metacognition during reading. Predominantly, low-ability learners as well as poor readers are in far greater needs of strategic reading instruction than are good and high ability readers.

Another major aim for these future readers should be to plan and evaluate the effects strategic reading programs have on the development of the strategic reading competence of L2 learners. The foci of the strategic reading teaching program assessment may involve examining moderating variables. These may include, among others, the current use of policies preceding instruction, different levels of proficiency in English, the learners' age, L1 backgrounds, quality of both the pretest and posttest measures as well as the length of the instruction (total number of hours per every treatment and the total time of overall instruction). The TESOL fields appear in the post-method passage when the realization comes that there is hardly any best teaching method that can work for every context. While hoping for and designing a calculated teaching model (for reading) as most effective for providing assistance to L2 learners in the development of EFL/ESL reading skills in all contexts and situations, the teaching of calculated reading should not fail to be sensitive to all local demands.

Active teachers come up with their own theory of practice without being ignorant of the diversity of the identities of the learners and the very vitality of multifaceted macrostructures, like those of cultural, social, historical and political natures. The significant experience of the teaching of EFL reading reveals that learners fail to develop their personal valuable future goals in relationship with the classroom instructions. Possibly, such failures arise from inadequate knowledge of the learner about the effect in future. They should be taught to expect what may be possible (or not) in the future as the result of experiencing official instruction, their belief about their ability achieve the learning outcomes they desire, as well as the sensitivity of EFL/ESL teachers to their personal beliefs, needs and learning methods as students (Phakiti, 2006).