English Language A Chief Medium Of Communication English Language Essay

July 23, 2017 English Language

Harmonizing to Encarta on line, the English linguistic communication is the main medium of communicating of people in the United Kingdom, the United States, Canada, Australia, New Zealand and South Africa. Since the center of the twentieth century, English linguistic communication has become widespread around the universe. It is frequently considered the universe linguistic communication. English in South Africa is chiefly learned as a agency to derive entree to knowledge in assorted Fieldss.


Theoretical considerations in this research, comprises jobs of reading accomplishments in first extra linguistic communication. Lado ( 1996:159 ) provinces that: “ see larning to read in foreign linguistic communication as hold oning significance in the linguistic communication through its written symbols ” .

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Similar positions were echoed by Gritter ( 1977:245 ) when he equated reading to direct communicating from the printed page to the reader ‘s head.

The cardinal subject of this survey was that reading accomplishments seemed to lose its value due to legion jobs and deficiency of motive in reading at schools.

Different challenges, such as pedagogues being non good trained in easing reading accomplishments ; deficiency of support systems ; illiteracy ; hapless socio-economic ; intervention of L1 and first extra linguistic communication ; scholars ‘ environment ; and technological systems, seem to impede the advancement and development of reading accomplishment.

In the economic sector, employers found that many African occupation appliers were unable to read and to make full in English application signifiers. Since there are few native talkers of English in Limpopo Province, Lebowakgomo Circuit in peculiar, English literacy is limited.

Insufficient preparation in reading accomplishments on the portion of instructors.

Blame for hapless reading consequence was laid on deficiency of effectual reading direction on the portion of pedagogues. Carlson ( 1972:32 ) supports this therefore ; “ public schools have been blamed for non holding strong programme of organized phonics and deficiency of direction in the decryption of sounds the letters represent ” .

The research worker agrees that pedagogues are the basiss of reading accomplishment activities. As such, they needed intensive in-service preparation in order to rehearse their responsibilities efficaciously and better on hapless reading consequences.

Devine et Al. ; ( 1987:254 ) confirmed that “ there is a general understanding among instructors and pupils that the reading subdivisions are responsible for the high failure rate ” . The research worker agrees that deficiency of direction in the decryption of the sounds is the chief account why many disadvantaged scholars are retarded in reading. It is besides the ground for high illiteracy rate among both the immature and grownups in South Africa, and Limpopo Province in peculiar.

Owen ( 1992:97 ) noted that instructors were cognizant of the restrictions of their kids ‘s reading public presentation in planetary footings. However, determinations, about the most effectual redress schemes to deploy in peculiar instances have been hampered by the deficiency of preparation.

The socio-economic position of the topics

Harmonizing to Johnson ( 1992:158 ) , Low Socio-Economic Status in a old cultural scene was non needfully associated with low accomplishment.

That is, harmonizing to the records, some scholars from Low Socio Economic Status perform good in reading L2. They sometimes out shines scholars from High Socio Economic Status.

The jobs in appraisal of reading accomplishments in secondary schools

Assessment is an of import facet which is viewed as a tool to mensurate strength and failing of the scholars. It is used as an extrinsic and intrinsic motive to scholars, so that they read more during their trim clip. Educators give scholars a sense of acknowledgment through reading accomplishment appraisal.

Assessment helps pedagogues to measure a scholar ‘s reading accomplishment to do informed determinations about what or where to emphasize when learning the scholar to read.

Harmonizing to Farr ( 1970:1 ) , “ most rating plans in reading instruction are excessively limited. ” In measuring the abilities of pupils, instructors to put more accent on the consequences of standardised reading trials and fail to see such scholars, behavior as what learners read, attitude toward reading and usage of reading to seek for replies to personal job.

The research inquiries include reading attitude. They refer to feelings that consequences in scholar ‘s peculiar attack to reading. Attitude influences the desire to read. Conley ( 1992:89 ) provinces that “ positive reading attitudes are indispensable for success in any content country, negative attitudes accompany reading failure ” . Alexander & A ; Filler ( 1976 ) add that, “ when pupils have favorable attitudes towards reading, they tend to increase in achievement and they read more ” . The word appraisal should intend more than obtaining trial tonss from scholars, it should be seen as a value to what it assesses, and that is challenges in reading first extra linguistic communication.

Reading accomplishment against engineering.

The other ends of this survey are to happen if there is a predictable relationship between technological systems and clip spent on voluntary reading. The research worker believes that technological system challenges the development of reading accomplishment in a positive and negative manner. He enjoys the support of other bookmans, such as, Mangieri et al. , ( 1982:172 ) , who maintain that “ many kids today do non bask reading in their trim clip and rarely take to read when other activities are available to them ” . Furthermore, Sunday Times ( 21 May 2006:8 ) agrees with this statement by saying that, “ Television screening has become the prevailing leisure of childs. Some 77, 4 % of them watch Television three or more times a hebdomad ” . The research worker will look into if this image portrays is what is go oning in the Lebowakgomo Circuit.

May ( 1986:262 ) besides add that, “ at place, reading often competes with the ubiquity of telecasting and its choice morsels of instant civilization and its instant action ” .

May ( 1986:262 ) continue to state that, ” legion surveies have shown that the mean simple kid tickers telecasting more than we would wish him/she to ” . He continues to state that, “ one of the grounds why students do non make much reading outside the school is that telecasting provides tough competition for books ” .

The research worker besides observed that most kids are watching telecasting until late in the eventide. This inclination was observed during the 15 old ages of democracy.

It is because after the 1994 elections, holding electricity at place was a right non a privilege. This includes rural, semi-rural and urban country in Limpopo Province.

As such, some rural scholars had the chance of holding telecasting at their places.

Most of urban country scholars move from telecasting sing to computing machine games, which is every bit a waste of their clip. All this leisure happens at the cost of reading their books. Beard ( 1988:7 ) supports the statement when he notes that “ viing activities such as telecasting screening and place computing machines are inching out the wont of reading ” .

The jobs of relationship between L1 and first extra linguistic communication reading

The cultural facet or context of reading infers that the pedagogue and scholar understand the basic cognition of their female parent lingua: that is, the histories, literature, current universe place and alterations affecting their native linguistic communications.

These facets show the importance of the scholar ‘s background cognition.

This position is supported by Lado ( 1996:5 ) who argues that: theoretically, in reading a linguistic communication, it would intend sharing of a civilization in order to be able to appreciate to the full the plants in the mark linguistic communication. The extent to which reading a linguistic communication entails reading of a civilization would be determined by the intent for which linguistic communication was being studied.

In South African, there is a national understanding that it is better to larn foremost in one ‘s native linguistic communication, in order to construct on what has been learned of course about reading in L1. The advantages of utilizing a kid ‘s native linguistic communication as a span in transitional state of affairss are axiomatic. It builds on what kids know, that is, their place linguistic communication.

Their ain linguistic communication is learned of course utilizing their ain cognitive model.

This will advance their self-pride, because it accepts what is an built-in portion of them. It makes them comfy during the hard passage of larning to read in first extra linguistic communication.

Mitchell & A ; Myles ( 1998:13 ) support the above position by stating that “ mundane observation Tells us that scholars ‘ public presentation in a 2nd linguistic communication is influenced by the linguistic communication that they already know. Pronunciation bears hints of their first linguistic communication ” .


The research worker wanted to happen out what other research workers and theorist say about reading. What is reading? Harmonizing to the editor, Horton, and author,

Good Acre ( 1990:120 ) , “ this is the most hard and complex inquiry to reply, and, to some extent, it depends on who is inquiring the inquiry. ”

There are different sorts of reading. They are, viz. , Skimming, Search Reading, Browsing, Careful Reading and Independent Reading. The research worker was interested in making research on of Careful Reading and Independent

Reading. It is because careful reading is associated with reading text, narrative books and other instructions. Mugwump Reading helped scholars to develop

Our lives and environments are surrounded by different sorts of information.

Some information is read from the books, newspapers, magazines, instructions from the medicines and route marks. Robert ( 1996:1 ) points out that “ reading can do us more cognizant of our universe and more cognizant of ourselves. It can stretch our imaginativeness and deepen and inspire our experience. It can arouse us to believe by disputing our premises ” .

Bearne ( 1998:48 ) argues that “ reading is a societal and cultural procedure where non merely places and schoolrooms play their portion, but larger establishments and cultural influence such as authoritiess and the media contribute to what being a reader involves ” . Bearne views reading as an synergistic procedure that brings intending to the text that you read.

Shelly ( 1986:50 ) says that “ experts agree that reading is non merely a hierarchically arranged set of sub-skills easy taught and tested, but that it is a complex accomplishment necessitating the coordination of a figure of interconnected beginnings of information ” . Shelly ( 1986:50 ) further says “ reading is viewed as the foundation of acquisition and the key to success in school ” . The research worker wants to hold with Shelly because if the scholar ‘s reading accomplishment is good polished, he or she will hold minimum jobs in get bying with content topics every bit far as reading is concerned.

Grolier ( 1979:28 ) argues that “ reading has to make with the procedure of attaching intending to certain written symbols. As the word meets the oculus, the reader is stimulated to do a mental image of the action significance ” . The symbols awaken intending that is already in the head of the reader.

Neil ( 1988:28 ) adds that “ reading is originative, what any reader derives from the printed page is non precisely what some other readers would acquire or even what the writer had in head ” . It means that the reading of text will ever differ from other readers ‘ position, due to different context, place linguistic communication and other factors.

Carlson ( 1972:6 ) found that work forces of perceptual experience and aspiration rapidly realized that, the art of reading was the lever to liberate themselves from the bonds of ignorance and addition position in the society. Reading was the basic accomplishment that ought to be mastered by all as the key to prolong an economically self sufficient and effectual citizenship.

Encyclopaedia ( Q-R Vol.16:10 ) notes that “ the chief end of instruction is to learn people to read. Reading is one of the chief ways of conveying a civilization of larning from one coevals to another ” . The failure to read can maintain people off from full engagement in their society.

Devine et al. , ( 1987:2 ) province that reading is a many-sided, complex and synergistic procedure that involves many sub-skills and types of readers every bit good as text variables. Everything about the reader ‘s background, particularly civilization specific cognition and experiences, are relevant to successful reading and comprehension.

Wepner et al. , ( 1988:160 ) assert that “ reading is a constructive procedure, reading must be fluid, strategic, it requires motive. Reading is a uninterrupted developing accomplishment ” .

A genuinely top-down attack to L2 reading has been advanced in 1979. The undermentioned: Steffensen, Joag-dev & A ; Anderson, ( 1979 ) ; Carrell ( 1981, 1982 ) ;

Carrel and Eisterhold ( 1983 ) ; Johnson ( 1981, 1982 ) ; and Hudson ( 1982 ) agree that top-down L2 reading non merely views the reader as an active participant in the reading procedure ; doing anticipations and treating information, but everything in the reader ‘s anterior experience or background cognition plays a possible function in the procedure.

Robert ( 1996:1 ) says reading can do us more cognizant of our universe and ourselves. It can stretch our imaginativeness and deepen and inspire our experience.

It can arouse us to believe by disputing our premises. It can assist us do sense of our lives and our universe by supplying us with accounts that relate what we see, hear, think, and learn. It can enrich our apprehension of issues that affect our universe and lives.

The ability to read in first extra linguistic communication with apprehension is an of import accomplishment in our modern society. We need to convey together the relevant challenges of reading to construct a comprehensive theory of reading.


The research worker discusses theories and theoretical frame work of reading accomplishment.

The reading theories, their rules and maps will be discussed in inside informations.

Larsen ( 1991:222 ) provinces that “ a theory is more or less formal, more or less expressed, synthesis of what is known at a given point in clip about some natural phenomenon, such as factors involved in L2 reading ” .

Theories of reading position reading as cognitive activity which mostly takes topographic point in head. Three types of reading theories are, viz. , bottom-up, exceed down and synergistic. The brief account of theories is as follows.

Top-down theory of reading

Goodman ( 1982 ) says it is the degree at which the reader starts with a general thought or scheme derived from antecedently acquired cognition and uses this scheme in perceiving and construing in writing cues. Everything in the readers ‘ anterior experience or background cognition plays a possible function in the procedure of reading L2. The reading text ; genre, socio-cultural, general universe and lingual cognition codification of the scholar, are included in the background cognition.

Interactive theory of reading

True reading involves perceptual experience of intending at different degrees. Interaction procedure is the interaction between bottom-up and top-down degrees. When the reader starts with the perceptual experience of artworks, but every bit shortly as these are recognized as familiar, schemata derived from both lingual cognition of the universe in general are brought into drama.

Harmonizing to Conley ( 1992:54 ) , good readers combine cognition they already possess with information in texts and with characteristic of the context in order to build significance. This is interacting among reader, the text and the context.

Patricia ( 1987:24 ) confirms that reading is an synergistic procedure between the reader and the text. It has been recognized by Goodman ( 1967, 1971 )

Kolers ( 1969 ) & A ; Smith ( 1971 ) . It is merely late that the synergistic position of reading has been acknowledged in L2 reading. L2 reading was viewed as a decryption procedure, a Reconstruction of the writer ‘s intended significance via acknowledging the letters and words, and constructing up a semantic representation of the text ‘s significance from the smallest textual units at the underside to the largest at the top. Bottom-up theory of reading

Bottom-up is procedures were characters are organizing words, words organizing sentence, sentences organizing paragraphs. Devine et al. , ( 1987:24 ) explain that, early work on L2 reading, by Rivers ( 1964, 1968 ) ; Plaister ( 1968 ) , & A ; Yorio ( 1971 ) , assumed a instead inactive, bottom-up position of L2 reading.

Reading was viewed chiefly as a decryption procedure, a reconstructing of the writer ‘s intended significance via acknowledging the letters and words, and constructing up a semantic representation of the text ‘s significance, from the smallest textual units at the underside to the largest at the top.

Devine ( 1987:177 ) provinces that lingual scheme is the cognition of the letters and the corresponding sounds ; both entirely and in bunch, and the ability to foretell through the cognition of sentence structure, the word or words that will follow, illustration, phonics, grammar, and missive acknowledgment.

Ralenala ( 2003:54 ) believes that “ because of hapless linguistic communication proficiency, scholars tend to utilize bottom-up processing schemes that, in bend, do them to ignore the context relevant to a consistent reading of text ” .


In decision, the above- mentioned theoretical model of challenges of reading and appraisal accomplishments ranges from different constructs. It looked into different author ‘s positions on reading, discussed why reading appraisal in first extra linguistic communication is of import, screens L1 and first extra linguistic communication intervention. It touched on theories, mutualist systems and schemes that play an of import function in reading.

In order to advance positive and realistic outlooks of first extra linguistic communication reading, pedagogues should cognize as about their scholars ‘ bing cognition and capablenesss of reading in English. Everything in the reader ‘s anterior experience or background cognition plays a critical function in the procedure of reading first extra linguistic communication.


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