MACRO READING SKILLS INCORPORATED IN GAZA PREPARATORY STAGE ENGLISH TEXTBOOKS AND TEACHERS' PROBLEMS WITH INSTRUCTING THEM

著者

  • Enas A. R. Hammad Associate Professor of TEFL, Al-Aqsa University, Gaza, Palestine

##doi.readerDisplayName##:

https://doi.org/10.46827/ejfl.v7i1.4748

キーワード:

English textbooks、 Gaza、 macro skills、 reading

要旨

The final goal of any reading activity is to extract the macro-level meaning (Sadeghi, 2021). The study aimed to examine macro-reading skills incorporated in Gaza preparatory stage English textbooks. The study also aimed at investigating the preparatory stage teachers' problems with instructing such skills. The researcher employed an evaluation checklist to examine macro-reading skills included in Palestinian preparatory stage English textbooks. Then, she conducted semi-structured interviews with 18 teachers teaching English to preparatory school students (seventh, eighth, and ninth graders) in Gaza so as to identify their problems with teaching macro-reading skills. Results indicated that the three English textbooks neglected many important macro skills of reading (e.g., identifying implied meaning in a passage, recognizing a sequence, making comparisons, and identifying the rhetorical form of the text). Additionally, the interview data revealed the participants' problems with teaching macro skills of reading (e.g., teachers' focus on micro skills at the expense of macro skills of reading and teachers' lack of knowledge about macro-reading skills).

 

Article visualizations:

Hit counter

著者略歴

  • Enas A. R. Hammad、 Associate Professor of TEFL, Al-Aqsa University, Gaza, Palestine

    Enas Abdullah Hammad is a Palestinian associate professor of TEFL and a Cairo University graduate. From 1998-now she has worked as an instructor of English in many Palestinian institutions, including Al-Aqsa University. Her research interests include English as a foreign language materials assessment. ORCid ID: orcid.org/0000-0001-5003-7168.

参考文献

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. Cambridge University Press.

Alami, S. (2013). Utilizing fiction to promote English language acquisition. Cambridge Scholars Publishing.

Alderson, J. C. (2000). Assessing Reading. Cambridge University Press.

Benulic, S. (1998). Testing reading in theory and practice. In R. Beaugrande, M. Grosman, B. Seidhofer (Ed). Language policy and language education in emerging nations: Focus on Slovenia and Croatia and with contributions from Britain, Australia, Spain and Italy (pp.99-204). Ablex Publishing Corporation.

Brown, D. (2004). Language assessment: principles and classroom practices. Longman.

Daniel, I. O. (2018) The efficient reading skill. In I. O. Daniel (Eds). Communication and language skills (pp.94-122). Cambridge Scholars Publishing.

Darweesh, A. D., & Ghayadh, H. H. (2017). Tracing ideological awareness of students in reading comprehension. In A.D. Al-Duleimi (Eds). EFL context: One world or different worlds? (pp. 92-136) Anchor Academic Publishing.

Delamain, C., & Spring, J. (2014). Reading between the lines: Teaching children to understand inference. Routledge.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.

Hammad, A. E. (2012). Teaching and learning English reading in Gaza prep schools: A descriptive study (Unpublished doctoral dissertation), Cairo University, Egypt.

Hammad, A. E. (2014). Palestinian EFL teachers' attitudes towards English textbooks used at the first three grades of elementary school. TESL-EJ, 18(1), 1-18.

Hartley, J. (2005). Is this chapter any use? Methods for evaluating textbook. In R. J. Wilson & N. Corlett (Eds), Evaluation of human work (335-357). Taylor and Francis Group.

Inglis, F., & Aers, L. (2008). Key concepts in education. SAGE.

Kirsch, I., Jong, J., LaFontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries. OECD.

Lodico, M., Spaulding, D., & Voegtle, K. (2006). Methods in educational research: From theory to practice. John & Sons, Inc.

Mantra, I. B., Widiastuti, I. A., Pramawati, A. A. (2020). Micro and macro skills of reading comprehension acquired by EFL students. International Journal of Linguistics and Discourse Analytics (1), 2, 11-17

Merriam-Webster, Incorporated (2022). Teaching. In Merriam-Webster English dictionary. Retrieved from https://www.merriam-webster.com/dictionary/teach

Nurviyani, V., Suherdi, D., & Lukmana, I. (2020). Developing students’ reading skill through making multimodal inferences. English Review: Journal of English Education, 8(2), 175-182. doi: 10.25134/erjee.v8i2.2998.

Opie, C. (2004). Research procedures. In C. Opie (Eds). Doing educational research (pp. 95-129) SAGE.

Richards, J. (1997). Preface. In J. A., Aebersold & M. L. Field. From reader to reading teacher: Issues and strategies for second language classrooms (pp. ix-xi). Cambridge University Press.

Setyowati, H. I (2021). Reading theory: A systematic literature review. In A. Dkk (Eds). Empowering alpha generation with digital literary skills for facing industrial revolution 5.0 in new normal era (pp. 9-16). Anggota Ikapi.

Sadeghi, K. (2021). Assessing second language reading: Insights from cloze tests. Springer.

Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT, teaching knowledge test course. University of Cambridge.

Te'ima, F. (2018). Iraqi EFL Teachers' Awareness and Use of Micro and Macro-skills. Larc for Human & Social Studies (2), 28, 1-13.

Wei, W. (2014). Reading assessment in South and Southeast Asia. In R. Al-Mahrooqi, & A. Roscoe (Ed). Focusing on EFL reading: Theory and practice (413-436). Cambridge Scholars Publishing.

Winarlim, H. S., & Widiati, A. S. (2016). Analysis of the 2014 Junior High School English National Exams Based on the Micro- and Macro-skills Assessed. Magister Scientiae (39), 29-39, doi:10.33508/mgs.v0i39.1367.

Zimmerman, L. W. (2010). ESL, EFL, and bilingual education: Exploring historical, sociocultural, linguistic, and instructional foundations. Information Age Publishing.

ダウンロード

発行日

2023-03-27

巻号

巻 7 号 1 (2023)

セクション

Articles

ライセンス

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).