Teaching Comprehension Skills using Context –Based Texts in Second Language Learning at Tertiary Level

Hajah Siti Akmar Abu Samah,Hj Kamaruzaman Jusoff

doi:10.5539/ies.v1n4p118

Abstract

Content-based reading texts play a vital role in the acquisition of knowledge and information in various fields of studies. Reading these texts at higher institution demands a great deal of effort from the students who are learners of English as a Second Language (ESL). These students who are generally school leavers, whose level or reading exposure is confined to Bahasa Malaysia-based text in their primary and secondary education, have to tackle on their own the tremendous demand of reading and comprehending the English content-based texts. These texts are derived from reference books or lecture notes, which are in English and may pose language barriers for the ESL learners. These are also ESL learners when first enter tertiary level; have met a minimum requirement of at least a credit in English as a second language at secondary school level. These reading materials pose comprehension difficulties when they are streamlined into specific field of studies. This paper attempts to look into the training of selected comprehension skills that language lecturers, particularly new ones in the teaching field, can apply the teaching skills to help learners to alleviate the comprehension challenges when reading content-based texts. This paper is also intended to assist new language lecturers who are embarking in ESL teaching of reading comprehension using content-based texts.

Highlights

Different faculties in the University accept different English grades as the pre-requisite in taking up programmes offered by the faculties
Some have to merit the English language subject at a pass level grade, in order to enroll while others may require the minimal non-pass level grade to be accepted into a programme
In addition the use of content-based materials is a teaching-learning process for the language lecturers as well as for the English as a Second Language (ESL) students

Summary

Introduction

Different faculties in the University accept different English grades (based on the national secondary school examination) as the pre-requisite in taking up programmes offered by the faculties. English language is a course offered as a compulsory subject In helping these students to prepare them in their reading tasks of the mainstream courses, language lecturers attempt to make use of content-based texts in the reading component of the language course taught. 2008 mainstream courses with a more confident attitude in dealing with the nature of the text that they need to read regularly during the course of studies. This approach helps to increase the students’ motivation and interest with the content courses that they will be reading for the three or four years. This helps them tackle the comprehension knowledge of what they will read in their course of studies

Theoretical perspective on usage of content-based texts

Enhancing Reading Comprehension Using Content-based Text

Geospatial-Information-Based Forest Management and Planning

Site-Specific Silvicultural Operations

Meaning From Contextual Clues

Conclusion