Abstract
<p style="text-align:justify">In this work, we have analyzed the opinions of teacher candidates of French as a foreign language on the method that should be used in the teaching of reading-comprehension, one of the main linguistic skills. At the end of the Fall Semester of the 2011-2012 academic year, a survey constituted of three open-ended questions was carried out among teacher candidates studying at the French Language Teaching Programme of the Faculty of Education of Uludag University. Among the 120 students enrolled in the Programme, 64 have participated in the survey voluntarily and expressed their opinions. Students have been priorly informed about the study and the link of the survey prepared via Google Docs has been sent to them through an e-mail where they were asked to fill in the study in Turkish. In the scope of the present work, only student opinions relating to option b of the study's second question -i.e. on the method that should be used in the teaching of the reading skill in French- have been taken into consideration. In this qualitative work based on a case study pattern, opinions have first been sorted out through the content analysis method and have been classified; then, they have been compared with and discussed in the light of opinions and suggestions that already exist in literature. Lastly, findings have been interpreted and presented as a determination.</p>
Highlights
Reading is one of the four fundamental skills that lay the ground for the learning/teaching processes of foreign language
In this work, we have analyzed the opinions of teacher candidates of French as a foreign language on the method that should be used in the teaching of reading-comprehension, one of the main linguistic skills
In the scope of the present work, only student opinions relating to option b of the study's second question -i.e. on the method that should be used in the teaching of the reading skill in French- have been taken into consideration
Summary
Reading is one of the four fundamental skills that lay the ground for the learning/teaching processes of foreign language. Gocer (2007) defines reading as the perception through senses, the understanding, the identification, the interpretation, the pondering upon and the deduction of texts written in accordance with linguistic rules. When we assess these definitions, we notice that they converge on the dimension of the reading skill based on the sense-making or sense construction / interpretation of what is read (Pekkanli and Kartal, 2010)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
