language
Literacy Skills In Language
Being able to recognize symbols in the language and being able to put down feelings, emotions and messages using symbols are reading and writing. Today, the world is coming increasingly sophisticated that only the highly literate can make success out of it.
In other words, to be seen to be relevant to a modern world. The individual has to know how to read and write and it is the responsibility of the English teacher to impact these skills.
I. READING: Bright and Macgregoar (2008) asserts that reading is a receptive skill. It involves the ability of a learner to recognize and understand material that had been written down.
The essence of speaking skills is aimed at ensuring that the reader reads fluently and smoothly pronouncing the individual words correctly and getting the intonation patterns correctly.
Banjo in a foreword to Unoh's "Reading to Remember" defined reading as "a very precious tool to be used in cutting through the unyielding5 academic Jungle so as to have clear view".
Reading is useful because it entails many complicated processes such as extensive / intensive reading speed reference and study skill, the development etc of these could serve as tool".
A leaner must have had competence in a Language before he can begin to read. This competence may be extensive as in the case of the second Language learner. In both cases, the competence has been developed and is used extensively through the reception and production of Language in its spoken mode. These are two stages of reading. The early stage of reading involves the transfer of an already acquired competence into a different mode of performance. Since pupils are competent in the spoken language, what is expected of the teacher in the reading (either text, newspaper, any printed material) easily, quickly, and intelligently. It will be energy and time wasting after reading for two hours one cannot recall what one has read. Banjo says that reading like is listening involves a lot of mental processing for the reader to be able to grasp what the writer wants to pass across.
ii: WRITING: Arsposs (2005). In her paper, `writing. A thinking process" says, "writing is much more than an orthographic symbolization of experience." It is purposeful because one does not write without an aim or objective. These experiences have to be organized such that they become meaningful to the leader. This process of learning to write is largely a process of learning to think clearly.
There is no hard and fast rule for teaching, writing other than teacher to teach the pupils how to construct sentences in the language.
To Davies, and Windowson, (2009), it would appear that the most promising way of teaching writing is first to develop in the learner an ability to recognize how written language communicate. This means that pupils knowledge of how to interpret a text, will help him represent graphically his feeling, so there is a direct link between how much one reads and how well one writes.
In other words, to be seen to be relevant to a modern world. The individual has to know how to read and write and it is the responsibility of the English teacher to impact these skills.
I. READING: Bright and Macgregoar (2008) asserts that reading is a receptive skill. It involves the ability of a learner to recognize and understand material that had been written down.
The essence of speaking skills is aimed at ensuring that the reader reads fluently and smoothly pronouncing the individual words correctly and getting the intonation patterns correctly.
Banjo in a foreword to Unoh's "Reading to Remember" defined reading as "a very precious tool to be used in cutting through the unyielding5 academic Jungle so as to have clear view".
Reading is useful because it entails many complicated processes such as extensive / intensive reading speed reference and study skill, the development etc of these could serve as tool".
A leaner must have had competence in a Language before he can begin to read. This competence may be extensive as in the case of the second Language learner. In both cases, the competence has been developed and is used extensively through the reception and production of Language in its spoken mode. These are two stages of reading. The early stage of reading involves the transfer of an already acquired competence into a different mode of performance. Since pupils are competent in the spoken language, what is expected of the teacher in the reading (either text, newspaper, any printed material) easily, quickly, and intelligently. It will be energy and time wasting after reading for two hours one cannot recall what one has read. Banjo says that reading like is listening involves a lot of mental processing for the reader to be able to grasp what the writer wants to pass across.
ii: WRITING: Arsposs (2005). In her paper, `writing. A thinking process" says, "writing is much more than an orthographic symbolization of experience." It is purposeful because one does not write without an aim or objective. These experiences have to be organized such that they become meaningful to the leader. This process of learning to write is largely a process of learning to think clearly.
There is no hard and fast rule for teaching, writing other than teacher to teach the pupils how to construct sentences in the language.
To Davies, and Windowson, (2009), it would appear that the most promising way of teaching writing is first to develop in the learner an ability to recognize how written language communicate. This means that pupils knowledge of how to interpret a text, will help him represent graphically his feeling, so there is a direct link between how much one reads and how well one writes.
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