Pre-reading activities in EFL/ ESL reading textbooks and Turkish preparatory school teachers attitudes toward pre-reading activities

Abstract

ABSTRACT Title: Pre-reading activities in EFL/ESL reading textbooks and Turkish preparatory school teachers' attitudes toward pre-reading activities Author: Nurgaisha Jecksembieyva Thesis Chairperson: Dr. Ruth A. Yontz, Bilkent University, MA TEFL Program Thesis Committee Members: Dr.' Dan J. Tannacito, Ms. Patricia Brenner, Bilkent University, MA TEFL Program The main focus of this study was to investigate pre-reading activi ties in EFL/ESL reading textbooks and to determine teachers' attitudes toward pre-reading activities. Fifteen reading textbooks for EFL/ESL students for different proficiency levels (beginning, intermediate, and advanced) were analyzed for types of pre-reading activities. To determine EFL teachers' attitudes toward pre-reading activities, a questionnaire was developed and administered to 79 EFL teachers, in the BUSEL (Bilkent University School of the English Language) at Bilkent University (Ankara, Turkey) in May, 1993. BUSEL prepares students for academic study within the various departments of Bilkent University. An analysis of data collected from the EFL/ESL reading textbooks revealed the following types of pre-reading activities: use of pictures, graphs, and other illustrations; asking questions; asking students to make predictions; introduction and discussion of vocabulary; class discussions or debates related to the text; providing background information necessary for understanding the text; and discussion of real-life experiences. The following pre-reading activities are frequently presented in textbooks for a particular level of students: asking questions; use of pictures, graphs, and other illustrations; and preteaching vocabulary in the elementary level; use of pictures, graphs, and other illustrations; and making predictions in the intermediate level and making predictions; use of pictures, graphs, and other illustrations; preteaching vocabulary; and class discussions in the advanced level. The questionnaire indicated that all participants use pre-reading activities (100%); almost all the teachers use textbooks including pre- reading activities (92.27%); all participants recognized the importance of pre-reading activities and expressed a positive attitude toward pre-reading activities. Almost all the activities listed in the questionnaire are used by the teachers. Discussion of real-life experience (73.41%), makingby the teachers. Discussion of real-life experience (73.41%), making predictions (67.08%), pre-teaching vocabulary (64.55%) and asking questions (64.55%) were rated highly as being those pre-reading activities used most successfully by teachers. Some pre-reading activities received a less positive rating (use of field trips, videos or movies, prior reading and demonstration or role plays). According to the teachers' opinion, their students most like discussion of real-life experiences (64.55%), and making predictions (56.96%). Those factors that prevent teachers from using certain pre-reading activities aret difficulty in organizing pre-reading activities and fitting them into the schedule, lack of equipment, doubts about the usefulness or appropriateness öf these activities as pre-reading activities, and lack of awareness of these activities as pre-reading activities.