IMPORTANCE OF READING COMPREHENSION IN SECOND LANGUAGE LEARNING

Fry (1965, p. 24) writes the following words about comprehension:

It is very difficult to define comprehension. Reduced to its simplest elements we might say that comprehension is a part of the communication process of getting the thoughts that were in the author’s mind into the reader’s mind. This is a difficult process because it involves the transmission of an idea through several imperfect media. For example, the author must have a clear idea in his mind, then reduce this idea to written language; this will be printed; and finally the reader looks at the printed word and forms an idea.

Reading can be thought of as being on two levels at once. First of all the reader should get the objective information i.e. facts. According to Fry (1965, p. 26) these facts require little interpretation or judgment. Then on a higher level, the reader should be able to get subjective information, i.e. the tone and the mood of the story, unstated ideas or the overall information. “It might only hint at other situations with which the reader is supposed to be familiar. Or the reader might be expected to generalize from the specific facts given, in order to get a main idea …” (p. 27).

Authors may not state the main purpose of a piece of writing. It is for the reader to bring his background knowledge and thinking ability to get the main idea. “Readers who can only read facts and nothing more can never be called good readers.” On the other hand, readers who can get the facts seldom get the subjective points (ibid.). While teaching reading comprehension, the teacher must always keep in mind that the goal is to understand what the author meant (p. 26).

Davis (2008) writes that undoubtedly students of any language need to be able to read in that language. However, it is not very clear what is exactly meant by reading. Native speakers read a big deal of material each day depending largely on their motivation for reading. Reading in a foreign language is a very useful and relatively painless way to improve the command over the target language. When students already have a thorough understanding of the basic structure and vocabulary of the language, they are able to tackle and enjoy authentic texts on subjects of their interest.

The benefits of reading widely and relatively long texts are enormous for students with a relatively high level of proficiency in the language. They have different needs and different problems from those which they faced at lower educational levels. As they have already studied the vast majority of structures and ways of expressing meaning in English, these students need to be well familiar with the intricacies of these structures, rather than learning ever more. Through reading they can have better understanding of “the subtleties and shades of meaning carried by the use of a particular choice of words in a particular context.” Grammatical Structures and vocabulary can be learned easily through reading a lot. While students are about to complete their formal study of the “structural elements of English”, vocabulary will continue growing (ibid.).

Hussain (2005, p.110) writes that a person who comprehends English language has the following capabilities:

He can read at normal speed. He is able to understand “the lexical and the structural meanings of the words, phrases and sentences.” He can “take in complete phrases or groups of words at once and when reading aloud, use appropriate sounds, juncture, stress and intonation pattern.” He can guess the meaning of unfamiliar words while reading a text. If he is unable to guess the meaning of an unfamiliar word, he can find out it in a dictionary. He can skip unnecessary information while skimming. He is able to read silently without moving his lips. He is able to differentiate between opinion and facts. He can locate the topic sentence in a paragraph. He can make a summary of important points. He can distinguish between various moods of the writer. He can recognize the meanings of various graphic signals such as punctuation marks, etc.

Aebersold and Field (1997, p. 15) write that reading is what happens when people look at a text and assign meaning to the written symbols in that text. The text and the reader are two physical entities necessary for the reading process to begin. It is, however, the interaction between the text and the reader that constitutes actual reading.

The “attainment of simple reading” is not the quest. An insight, compassion, open – mindedness and tolerance must be developed. So many of young readers are interested only in fast – paced thrillers, which leave little room for reflection. Such readers when asked to read a classic agitate with loud groans (Pervez, 2008, p. 21).

Buzen (1997, pp. 33 – 34), on the other hand, defines reading as a process involving following seven steps:

Recognition i.e. the knowledge of the alphabetical symbols. This step takes place the instant before the physical reading begins. Assimilation – by which light is reflected from the word received by the eye and transmitted, via the optic nerve, to the brain. Intra – integration – a process equivalent to the basic comprehension, referring to the linking of all parts of the information being read with all other appropriate parts. Extra – integration i.e. bringing of previous knowledge to the material being read and  making appropriate connections, analyzing, appreciating, selecting and reading. Retention i.e. the basic storage of information. Recall i.e. being able to get back from the storage whenever and whatever is needed. Communication i.e. the use to which the information is immediately or eventually put.

Reading is indeed very important in learning a foreign language. To give reading its due importance in Pakistani system of language learning, it is a dire need of time to understand the importance of reading in second language learning with particular to learning English as a second language. Language skills are usually grouped as receptive skills i.e. reading and listening, and productive skills i.e. speaking and writing. “People who use a language have a number of sub – skills within each of the four main skills.” (Lucantoni, 2001, p. 4)

The basic purpose of reading in first language learning is somehow different from that of second language learning. “In FL [Foreign Language] learning, reading is often used for purposes which are different from those found in mother – tongue. The most typical use of reading in a foreign language class is to teach the language itself.” In this way, vocabulary, structures and other things can be learnt through reading in a foreign language and to extend command over that particular language (Nuttall, 1982, p. 19).

Elley & Manghubai (1983) write that the effect of differences between learning of mother language and second language, in formal education, can be eliminated by means of a reading program based on the use of an abundance of high – interest illustrated story books and that high – interest story reading has an important role to play in second language learning. The pupils which, in their study, were exposed to wider reading progressed in reading and listening comprehension at twice the normal rate.

IMPACT OF READING ON OTHER LANGUAGE SKILLS

“Everything we do with language improves our comprehension of what we read” (Fry, 1965, p. 127). Practice in writing improves reading comprehension as the accuracy and power of expression are important. Likewise language is learnt through talking and listening to others. Any improvement in spoken language helps with the written language as well. Everyday life experiences enhance vocabulary development.  All this in a way or the other, contribute towards understanding of written language (ibid.).

The natural sequence of learning a language is that first it is listened and spoken, and then it is read and written. In case of English in Pakistan, it is first read and written, and then some attention is paid towards the speaking of it. The global need of communication however emphasizes that one should be fluent in speaking and to listen to it with full comprehension. However, the importance of reading skill nevertheless is minimized with this change in global perspective. Rather, it has increased the importance to develop reading skill manifold. Nobody denies the importance of a properly learnt reading skill for learning of other language skill.

Hudelson (1984) writes that classroom practices in literacy for ESL children are not kept up with research. Even children who speak virtually no English read English print in the environment and ESL learners are able to read English with only limited control over the oral system of the language. Moreover, the experiential and cultural background of the ESL reader has a strong effect on reading comprehension and ESL learners, early in their development of English, can write English and can do so for various purposes.

Pigada & Schmitt (2006) write that the studies that claim that second language learners acquire vocabulary in small amount through reading used only short texts and measured only the acquisition of meaning. Such studies did not credit partial learning of words. They explored whether an extensive reading program can enhance lexical knowledge or not and assessed 133 words. They examined whether one month of extensive reading enhanced knowledge of these target words’ spelling, meaning, and grammatical characteristics. The results showed that knowledge of 65% of the target words was enhanced in some way. Spelling was strongly enhanced, even from a small number of exposures. Meaning and grammatical knowledge were also enhanced, but not to the same extent. Overall, the study indicated that much vocabulary acquisition is possible from extensive reading than previous studies have suggested.

A research, on the teaching of foreign language, by American Council shows that learning a new language enhances and enriches a child’s mental development and has positive effect on his intellectual growth. “Linguistic skills require completing of four steps – speaking, listening, reading and writing. Ignoring any of these four skills cannot give the child an accurate know – how of the language.” A useful way to promote linguistic skills is to read a story in the classroom to make students familiar with the flow, pronunciation and rhythm of the language. When each student is invited to read the story or a few lines of it in the same way as the teacher did, they develop verbal fluency and volubility while learning to speak with the confidence. The teacher, after a reading session, can write difficult words of a story to give students an assignment of making sentences or just finding out the meanings of those words (Patel, 2008, p. 23).

READING AND LISTENING

Teaching children listening skills by reading to them improves their listening skills and trains them in the art of active listening as teaching of listening skills is one of the most important traits  that should be developed for many good reasons like being successful in academic and in real world also. “The passive nature of hearing is very different from the active nature of listening” (“Teaching children listening through reading”, June 3, 2008).

In a nutshell, teaching children listening skills by reading aloud improves their listening skills, and more importantly, their active listening skills. Each time we read to our children we are not only teaching children listening skills, but we are conditioning them about the mechanics of reading (ibid.).

READING AND SPEAKING

“In great many classrooms the reading lesson is used as an opportunity to deal pronunciation, encourage fluent and expressive speaking and so on.” (Nuttall, 1982, p. 2). For the purpose of learning how to speak up a language reading aloud is thus very important especially at early stages of language learning which may, according to Nuttall, last for two to three years. Good reading texts introduce interesting topics, stimulate discussions, excite imaginative responses and are the springboard for well rounded, fascinating lessons (Harmer, 1998, p. 68).

Sometimes the teacher gives a chance to students to speak on a certain topic. Each student for the said topic has to study a lot. It improves his listening, thinking as well as speaking abilities. “Students find it interesting to see other students sharing the news they have gleaned. It makes them better listeners and in turn better speakers as well” (Sewjee, 2001, p. 23).

READING AND WRITING

“It is also true that students who read avidly usually write more complex and develop stories than those who don’t…” (Senior, 2007, p. 119).  Reading texts provide good models for writing and provide opportunities to study language vocabulary, grammar, punctuation and the way sentences, paragraphs and texts are constructed (Harmer, 1998, p. 68).

Sewjee (2008, p. 23) writes that may be reading has more important part to play than speaking and listening for a learner as without reading he cannot achieve his goals. While reading a book he can travel to all around the world while sitting in his place and can make contact with all kinds of people and comes across all sorts of dialects. He learns to distinguish between good and bad and acquires all kinds of information, which helps to be a better speaker and a better writer.

Hafiz & Tudor (1989) investigated whether extensive reading for pleasure could affect an improvement in ESL students’ linguistic skills, with particular reference to reading and writing. The results showed a marked improvement in the performance of the experimental subjects, especially in terms of their writing skills.

According to Addison (n.d.), reading and writing are very closely related. If someone does not understand the material which he is supposed to write about, chances are there that he will not write about it very well. Improving reading skills may very well have a positive effect on writing.