An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level
There are two main purposes of the current present study: 1) To determine the overarching approaches to second language (1.2) reading instruction reflected in the Yemeni EST 3rd grade secondary school reading curriculum and 2) To determine if the curriculum prepares students for the reading skills t...
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my-usim-ddms-13326 |
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uketd_dc |
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Universiti Sains Islam Malaysia |
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USIM Institutional Repository |
| language |
en_US |
| topic |
English language ,Study and teaching (Higher) Curricula -- Yemen Foreign speakers |
| spellingShingle |
English language ,Study and teaching (Higher) Curricula -- Yemen Foreign speakers Lubna Ali Mohammed Saleh An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level |
| description |
There are two main purposes of the current present study: 1) To determine the overarching approaches to second language (1.2) reading instruction reflected in the Yemeni EST 3rd grade secondary school reading curriculum and 2) To determine if the curriculum prepares students for the reading skills that they are required to have for reading in English at the tertiary level. The data for the study were collected via curriculum documents reviews as well as from classroom observations in the participating schools. The study examined the types of SLA and 1.2 reading instructional approaches, types of reading tasks and texts, learner and teacher roles, the level of cognitive demands required for the reading tasks as well as the emphasis on reading as the means to achieve the learning outcomes listed in the selected curriculum. The data for this study were analyzed using content analysis. The findings on the SLA theories, second language reading theories, learner roles and teacher roles indicate that there are misalignments between the communicative label of the selected curriculum and its actual theoretical grounding. In contrast to its communicative label, the findings indicate that the Yemeni EST 3rd grade secondary school reading curriculum is highly grounded in the cognitive information processing theory rather than the communicative language teaching theory. In addition, the finding on teachers’ role shows that the teachers primarily act as a director rather than a catalyst while the learner’s role are designed to be primarily as individual tasks rather than pair/group tasks. In terms of preparing students for academic reading in English at the University levels, the types of reading tasks in the selected curriculums does train the students on three types of major reading tasks. Nonetheless EST learners are more frequently trained will reading tasks that required low level of cognitive demands rather than reading task that require higher level of cognitive demands. In terms of type of reading passages, the training on the processing of expository texts is highly inadequate due to a significant inclusion of the narrative texts in the EST curriculum. The findings of the study also demonstrates that that the Yemani EST 3rd grade learners are not trained to process texts in English at a grade level as the majority of reading texts are below the grades level in terms of readability and length. The Yemeni EST 3rd grade reading curriculum explicitly emphasises on the use of reading skill as a means to achieve the listed learning outcomes in the EST curriculum. The findings of the study have implications not only to the Yemeni settings but also to other setting which English is not the first language. The findings of current study are discussed in terms of the alignment of the EST 3rd grade secondary school reading curriculum EST learners for English language in the content areas at the tertiary level. |
| format |
Thesis |
| author |
Lubna Ali Mohammed Saleh |
| author_facet |
Lubna Ali Mohammed Saleh |
| author_sort |
Lubna Ali Mohammed Saleh |
| title |
An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level |
| title_short |
An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level |
| title_full |
An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level |
| title_fullStr |
An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level |
| title_full_unstemmed |
An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level |
| title_sort |
analysis of the est secondary school reading curriculum in yemen: approaches and preparation for academic reading at the university level |
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Universiti Sains Islam Malaysia |
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my-usim-ddms-133262024-05-29T19:32:55Z An Analysis Of The EST Secondary School Reading Curriculum In Yemen: Approaches And Preparation For Academic Reading At The University Level Lubna Ali Mohammed Saleh There are two main purposes of the current present study: 1) To determine the overarching approaches to second language (1.2) reading instruction reflected in the Yemeni EST 3rd grade secondary school reading curriculum and 2) To determine if the curriculum prepares students for the reading skills that they are required to have for reading in English at the tertiary level. The data for the study were collected via curriculum documents reviews as well as from classroom observations in the participating schools. The study examined the types of SLA and 1.2 reading instructional approaches, types of reading tasks and texts, learner and teacher roles, the level of cognitive demands required for the reading tasks as well as the emphasis on reading as the means to achieve the learning outcomes listed in the selected curriculum. The data for this study were analyzed using content analysis. The findings on the SLA theories, second language reading theories, learner roles and teacher roles indicate that there are misalignments between the communicative label of the selected curriculum and its actual theoretical grounding. In contrast to its communicative label, the findings indicate that the Yemeni EST 3rd grade secondary school reading curriculum is highly grounded in the cognitive information processing theory rather than the communicative language teaching theory. In addition, the finding on teachers’ role shows that the teachers primarily act as a director rather than a catalyst while the learner’s role are designed to be primarily as individual tasks rather than pair/group tasks. In terms of preparing students for academic reading in English at the University levels, the types of reading tasks in the selected curriculums does train the students on three types of major reading tasks. Nonetheless EST learners are more frequently trained will reading tasks that required low level of cognitive demands rather than reading task that require higher level of cognitive demands. In terms of type of reading passages, the training on the processing of expository texts is highly inadequate due to a significant inclusion of the narrative texts in the EST curriculum. The findings of the study also demonstrates that that the Yemani EST 3rd grade learners are not trained to process texts in English at a grade level as the majority of reading texts are below the grades level in terms of readability and length. The Yemeni EST 3rd grade reading curriculum explicitly emphasises on the use of reading skill as a means to achieve the listed learning outcomes in the EST curriculum. The findings of the study have implications not only to the Yemeni settings but also to other setting which English is not the first language. The findings of current study are discussed in terms of the alignment of the EST 3rd grade secondary school reading curriculum EST learners for English language in the content areas at the tertiary level. Universiti Sains Islam Malaysia 2015-03 Thesis en_US https://oarep.usim.edu.my/handle/123456789/13326 https://oarep.usim.edu.my/bitstreams/54c18d41-b628-4a4c-8a61-aaae5cfff82f/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/e8b4ae06-426b-45ab-a7e0-e0be7a5741a6/download 75f7777f809a02682c70b367ed16bae7 https://oarep.usim.edu.my/bitstreams/0e4f889d-2c23-42db-85fb-f2872056787d/download 5efe209f3c7c2caa6f18d1f687af9524 https://oarep.usim.edu.my/bitstreams/e8d31386-dfbc-4762-a996-52444e6001f2/download 3f3e52d0673790c4ce18d89220464eff https://oarep.usim.edu.my/bitstreams/fa3ba362-7503-4c1a-b17c-e52918d052b2/download 4aed7b544ac667c9a9261ee3e847fab1 https://oarep.usim.edu.my/bitstreams/1894aed5-1358-4844-bd7d-ef3d44263b06/download cb3a966af0326ec01276ae4b6d38cb3c https://oarep.usim.edu.my/bitstreams/2b943408-9aaf-4d85-a144-33e7046c2385/download 276186e33d71069a802f18fa59ca1de9 https://oarep.usim.edu.my/bitstreams/488fd14f-8a6b-46d3-826c-5917082159f5/download 89615881c297659cfddb5ba73976c6c2 https://oarep.usim.edu.my/bitstreams/d3fbf96b-f9c4-4324-8588-b77f5f314e2e/download ac9ad54ac422ce435770293ad0342e5e https://oarep.usim.edu.my/bitstreams/b9110448-4cb0-49ce-84de-d1abf45ad45f/download 690b388fcad77fb0404c1a25a817d83d https://oarep.usim.edu.my/bitstreams/0f9f009f-47c2-4ccf-8403-b0e1118d61d4/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/033a8f3c-d48c-42d0-ab14-627329a4140c/download 5edb682dcf561c39583b01a0ee560ff5 https://oarep.usim.edu.my/bitstreams/91f20cce-debb-4f3e-9377-41d27665d8da/download 359c989e7470416468f7ad84d3dda8c9 https://oarep.usim.edu.my/bitstreams/250dc6d9-e1b7-49cf-8dbd-f01fc73e51fc/download 43a462bb883b95b3dc69083893c1def1 https://oarep.usim.edu.my/bitstreams/ba36de0e-9257-4982-bd19-bd9e472356b1/download d8332a0f6bcb32827dae5005f9550191 https://oarep.usim.edu.my/bitstreams/4bc105da-eac0-46bd-86aa-8832caed7e95/download 91ce7a13557f30697b7729d573c57ace https://oarep.usim.edu.my/bitstreams/5315413a-b561-4f62-bb22-5ef485238f3b/download 884e307a96265ab0e1bf7bcc1f89c892 https://oarep.usim.edu.my/bitstreams/9f325f31-430c-439f-8293-dcf7928a436c/download 429079e52f342c49301a02e207bfde06 https://oarep.usim.edu.my/bitstreams/afb8e57e-6800-43ee-8da0-a3c783741366/download 4c79757f20643df89842171f60700773 English language ,Study and teaching (Higher) Curricula -- Yemen Foreign speakers |