An Investigation Of English Language Teachers’ Teaching Of Reading Skills Vis-À-Vis The New Course Book:

Abstract

The main objective of this research was to examine grade ten English teachers’ Reading lesson presentation in relation to the introduction of the new course book in Amigna Gesgar High school. To attain this objective, descriptive research method was employed. Grade ten English language teachers in this school selected using availability sampling. Data were gathered using questionnaires, observations and grade ten English Text Book analyses. From these data collection instruments, questionnaires and class observation were conducted to check whether the English teachers used pedagogical procedures to teach reading skill. In addition to this, Grade Ten English Textbook was also evaluated to prove the appropriateness of the textbook based on how reading lessens procedures are conducted. Letter on, the data collected from teachers and students responses were analyzed using descriptive statistics such as frequency, Percentage and statements. The investigation of this study indicated that most of the teaching reading methodologies were rarely or never practiced in Reading lessons in line with the procedures prescribed in the new Teacher’s Book. As a result the three phases of reading lesson presentation procedures suggested in the New Teacher’s Textbook for teaching reading were rarely or not at all practiced in grade ten in Amigna Gesgar high school.Moreover, the study depicted that most the English teachers’ reading lesson presentation Practice was dominated by traditional approach of teaching reading. Like loud reading, explain of content by the teachers, no use of group work discussion and teachers centered approach. Thus, there is a mismatch between the prescribed procedures in the new Teacher’s Book that suggested students’ silent reading, guessing new words contextually and from their word-formation, group discussion on comprehension questions, gives comments and suggestions and the teachers’ actual classroom reading lesson presentation practices. In order to avoid this problem concerned bodies should give seminars, in service training related to subject area and organizing educational materials on language methods improve the way of teaching reading skill.