Concept of Reading (Definition and Types)
Definition of reading
Zare
(2013: 1667) Reading is a cognitive activity in It is believed that, strategic awareness and which the
reader takes part in a conversation with the monitoring of the comprehension
process are significantly author through the text.
Karim & Haq (2014: 473) Reading
is a combination of two sub-skills micro-skills and macro-skills. Micro-skills involve processing letters, words, orthographic patterns,
recognizing word classes like nouns, verbs etc. and understanding systems like
tense and syntactic structures. On the
other hand macro-skills
are mainly concerned
with the comprehension
of semantic and pragmatic knowledge.
Based
on Perfetti (2001: 280) Reading is a processes depend on the language of the reader
and the writing system that encodes that language. The units of the writing
system are converted into mental representations that include the units of the
language system. Specifically important are the identification of words and the
engagement of language and general cognitive mechanisms that assemble these
words into messages. It is visual word identification that is the process most
distinctive to reading. Beginning with a visual input a string of letters
perceptual processes produce the activation of the grapheme units (individual and
multiple letters) that constitute words.
In
addition Cline, F., Johnstone, C., & King, T. (2006) defines reading as a decoding
and understanding text for particular reader purposes. Readers decode written
text by translating text to speech, and translating directly to meaning. To
understand written text, readers engage in constructive processes to make text
meaningful, which is the end goal or product.
Types of Reading
Alyousef (2005: 145) states
that reading types of an English language course may include two type there are
extensive and intensive reading
a. Extensive Reading extensive reading is based on the assumption that exposing learners to large quantities of meaningful and interesting L2 material will, in the long run, produce a beneficial effect on the learners’ command of the L2. Some use it to refer to describe skimming and scanning activities, others associate it to quantity of material.
b. Intensive reading activities learners are in the main exposed to relatively short texts which are used either to exemplify specific aspects of the lexical, syntactic or discoursal system of the L2, or to provide the basis for targeted reading Strategic practice; the goal of extensive reading, on the other hand, is to ‘flood’ learners with large quantities of L2 input with few or possibly no specific tasks to perform on this material.
INFO DAN FILE LENGKAPNYA KLIK DI SINI
HUB 085398507498
