Abstract
The four basic skills in the foreign language education can only be achieved with the good reading skills and habits. Due to the fact that reading skills is usually perceived as a self-sustaining skill, the improvement of reading skill is carried out by the traditional reading activities. Traditional reading activities are carried out with the teacher-centered understanding. Nowadays, reading in the foreign language would have a different precaution because of the increasing need of foreign language in different professions. In this study, in order to bring innovation to the teacher-centered reading activities, the “Anti-Method” alternative way is introduced in detail to the students who are learning a foreign language. This method is used in the Education Faculty of Iraq Ishik University in an elective course for third grade students who participate in the Turkish Language. After application, this method is evaluated on the basis of feedbacks from students.
Highlights
Every second in our growing and developing world, the need of learning a foreign language is increasing
The four basic skills in the foreign language education can only be achieved with the good reading skills and habits
In order to bring innovation to the teacher-centered reading activities, the “Anti-Method” alternative way is introduced in detail to the students who are learning a foreign language
Summary
Every second in our growing and developing world, the need of learning a foreign language is increasing. Reading skills is the most important skill in the four skills of the foreign language techniques and practices. The use of text in the foreign language education is meant to present a “cultural” linguistic activity to the students New vocabularies, idioms and cultural expressions in the reading activities provide fluency in speaking foreign language (Rowe & Goldin-Meadow, 2009). Different interpretations and understandings are expected from students after this stage, students should understand what they read and analyze them. This process is usually done by asking questions to the students about the text (Ehlers, 1996). The purpose of this study is to bring new approaches or a new dimension to the reading course which is shaped by these three traditional stages by the way of “Anti-Method”
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