Teaching analytical reading

The diagram.That description of the reading process can be reformulated as the following list ... or it can be viewed graphically, as shown to the right, with arrows indicating the flow of attention and interaction between the various elements.

Basic Reading,Imagining & responding,Skimming & reviewing,Reflective Reading

Selecting key details,Scanning ... Tracking & filing,Analytical Reading,Interpreting figurative effects & meaning,Analysing effects & meaning

Assembling,Writing critical commentary,(or, presenting ideas orally)

In this article we have looked one of the vital aspects of reading in EFL, namely the origin of analytical reading and how teachers teach it. Our findings make us suggest that there are several steps that can be made in order to improve teaching of analytical reading.

First of all, teachers need to be made aware of the importance and benefits of reading. If the teachers do not know why reading is so important, then they will not be able to instruct and influence the pupils to read either. We believe that the public debate in the wake of the TEACHING reports have made teachers more aware of the importance of that type of reading. However, We are not sure that all know why it is so important.

The second point is therefore that teachers need to be made aware of how to teach analytical reading. we found an evident lack of systematic teaching of reading and among most of my informants. And again, we believe that it is not because of negligence, but because of lack of knowledge of how to go about teaching reading and systematically..

Finally, We believe that pupils must be allowed the time to actually read. It is necessary to practice a skill in order to excel at it, and so it is with reading as well. There is so much research and evidence showing that reading, and particularly extensive reading, is very helpful in learning a second language, that teachers should be willing to incorporate it into their programs.

It has been very interesting to work with this thesis. We have learned so much about the field in general and in particular about the situation of some teachers of English. We have a much better understanding of the challenges that lie in balancing the edge between one’s ideals and reality in the classrooms. This is but a very small contribution to the discussion of reading instruction in EFL, but my wish is that pupils in every classroom might discover the enjoyment, potential and possibilities that lie in reading