Reflections on the topic “reading comprehension“
Today, we attach, without doubt, a great deal of importance to the reading comprehension. Reading is to introduce the human being into the world which has been created by the human being himself; into this system of devised letters whose goal is communication. This world communicates, broadcasts knowledge, experience, instructions and much more; it broadcasts messages. The script and the reading make also possible that this world created by the human being presents itself to us in several languages. And every language means a new “reality” and a new culture. So, the access to a new language turns at the same time into an access to a “universe” of knowledge, point of views and culture. In order to be able to grasp all these things, you do not only have to be able to read (in the sense of recognizing and of the ability to reproduce phonemes), but you have also to be able to “read well”. This means that you have to be able to understand the meaning of what is written as well as the idea behind the text.
The reading comprehension is a part of the communicative skills. It is very important because a large number of the texts which you have to read and understand are essential for the life with a language. As for the second languages (L2) or rather the foreign languages (LE), the effective comprehension is very important because on the one hand, it can concern the reading of literal texts, but on the other hand also the comprehension of important information as for example the of arrival and departure times on a timetable. Here, you can distinguish between reading for pleasure and reading out of necessity. The reading can also be crucial for the comprehension of culture.
The typical exercises which are given to develop this skill are especially texts which the students have to read in order to receive certain information from them. But when one is choosing the texts, it is important to take the level which the students have into consideration. The exercises train in general the reading process, the comprehension of the current text as well as the ability to discern and to filter out certain elements. The texts are often used as a premise to confront the students with yet unknown contents of grammar. For example, new verb forms are introduced in the text. These texts can belong to the genre of the “realia”, so they can be taken directly from the reality. But they can also be adapted or even exactly written for this specific purpose. In this context, it is important that the teacher choose the texts with pedagogical farsightedness because his choice will determine whether the students are successful or not. That is the reason why the choice will also decide indirectly on the value of this teaching unit per se.
Beyond that, it is absolutely important for the teaching and for the comprehension that the texts are interesting and attractive for the students. Besides, they have to be exactly adapted to the needs and the insecurity of the students. In this way, they will work more effectively with the text and they will be more motivated. And apropos of nothing, they will develop their linguistic abilities.
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