people's democratic and republic of algeria

214 Pages·2012·1.5 MB·English

People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
University of Abou Bekr Belkaid-Tlemcen
Faculty of Letters and Languages
Department of Foreign Languages
English Section

Assessment of Reading Comprehension Skills:
Case of 3 A.S. Students at El Arbi Abdelkader Bouguirat
Secondary School, Mostaganem
Dissertation Submitted to the Department of Foreign Languages
In Candidacy for the Degree of Magister in T.E.F.L and Applied Linguistics

Presented by: Supervised by:
Mr. MADANI Habib Pr. BENMOUSSAT Smail

Board of Examiners

Dr. BENYELLES Radia MC ‘A’ President University of Tlemcen
Pr.BENMOUSSAT Smail Professor Supervisor University of Tlemcen
Dr.BAICHE Ali MC ‘A’ Internal University of Tlemcen
Examiner
Dr.MERBOUH Zouaoui MC ‘A’ External University of Sidi Belabes
Examiner
Dr. HAMZAOUI Hafida MC ‘A’ Internal University of Tlemcen
Examiner

Academic Year: 2011-2012
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DEDICATIONS

I dedicate this work to

my parents

ii
Acknowledgments

First, I would like to thank the staff of the English Section for the efforts and the
time which have been devoted to us as postgraduate students.

My special thanks are profoundly expressed to my supervisor
Pr.BENMOUSSAT for his precious and continual support and guidance during
the elaboration of this work.

I, also, would like to express my thanks to the members of the board of
examiners: Dr.BENYELLES, Dr.BAICHE, Dr.MERBOUH, and
Dr.HAMZAOUI for having accepted to read and comment on this dissertation. I,
also, would like to thank Mr.BENZIANE, Dr.SERRIR, and Mr.LOUZENADJI
for their help.

My gratitude is deeply recorded to my parents, my teachers, my friends, and to
all those who contributed to this research.

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ABSTRACT

This thesis tried to shed light on the concept of assessment and its
importance as a pedagogical tool in the teaching-learning process. It, mainly,
emphasised the assessment of reading comprehension with reference to EFL
classrooms in the Algerian secondary Schools and intended to investigate its
methodology, types, aspects, and steps. Four this purpose, a case study of 3rd year
pupils from El Arbi Abdelkader BOUGUIRAT Secondary School and 10 EFL
teachers has been developed.
The findings revealed that assessment of reading comprehension is central to
English language teaching as it informs teachers about learners’ needs, obstacles,
and deficits. Thus, teachers need to apply the appropriate techniques and use the
assessment results to improve their classroom instruction and enhance the
learning abilities. Moreover, the results showed that vocabulary knowledge and
comprehension strategies are essential elements to reading comprehension.

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TABLE OF CONTENT
Dedications………………………………………………………………i
Acknowledgments………………………………………………………ii
Abstract………………………………………………………………....iii
Table of Content………………………………………………………..iv
List of Tables……………………………………………………………x
List of Figures and Pie-charts…………………………………………..xi
List of Abbreviations…………………………………………………. xii
General Introduction………………………………………………….....1
Chapter One: Aspects of Classroom Assessment
1.1 Introduction..........................................................................................9
1.2 Definitions of Assessment .................................................................10
1.3 Assessment VS Evaluation.................................................................12
1.4 Definition of Reading Comprehension ..............................................12
1.5 The Advantages of Assessment..........................................................13
1.6 Distinctive Features of Classroom Assessment.................................14
1.7 Types of Assessment..........................................................................16
1.7.1 Diagnostic Assessment ..........................................................16
1.7.2 Formative Assessment............................................................17
1.7.3 Summative Assessment..........................................................18
1.7.4 Self Assessment......................................................................19
1.7.5 Peer Assessment.....................................................................20
1.8 The Process of Assessment................................................................21
1.8.1 Assessment and Teaching.....................................................23
1.8.2 Assessment and Learning......................................................24
1.8.2.1 Assessment for Learning ..........................................25
1.8.2.2 Assessment of Learning............................................26
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1.9 Characteristics of Effective Assessment............................................27
1.10 The Role of Assessors......................................................................28
1.11Assessment Methods.........................................................................29
1.11.1 Projects.................................................................................29
1.11.2 Portfolios.............................................................................30
1.11.3 Rubrics............................................................................31
1.11.4Testing...........................................................................................31
1.11.4.1Test Reliability.........................................................34
1.11.4.2Test Validity..........................................................35
1.12 Conclusion...................................................................................36
Chapter Two: Teaching English in the Algerian Secondary Schools
2.1 Introduction .................................................................................41
2.2 The Status of English in the World...................................................41
2.3 The Status of English in Algeria........................................................43
2.4 Objectives of Teaching English in Algeria........................................45
2.4.1The Linguistic Objectives.......................................................45
2.4.2 The Cultural Objectives..........................................................46
2.5 Factors Affecting Foreign language Teaching..................................49
2.5.1 Number of Students...............................................................49
2.5.2 Learners’ Attitudes...............................................................49
2.5.3 Learners’ Needs.....................................................................50
2.5.4 Learners’ Autonomy..............................................................51
2.5.5 Learners’ Types.....................................................................52
2.6 The Teaching Methods.......................................................................53
2.6.1 The Grammar Translation Method..........................................54
2.6.2 The Direct Method.................................................................55
2.6.3 The Communicative Approach...............................................56
2.6.4 The Competency- Based Approach.........................................57
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2.6.4.1 The distinctive Features of the CBA.......................59
2.6.4.2 EFL Teachers’ Roles...............................................61
2.6.4.3 Learners’ Roles........................................................63
2.7 Learners’ Textbook...........................................................................63
2. 7.1 The Organisation of the Textbook.........................................64
2. 7.2 Reading Comprehension in the Textbook.............................66
2.8. Conclusion.........................................................................................67
Chapter Three: Research Methodology And Data Analyses
3.1 Introduction …………………………………………………………71
3.2 Research Aims……………………………………………………71
3.3 Research Methodology……………………………………………..72
3.4. Research Procedure………………………………………………...73
3.5. Pupils’ Questionnaire……………………………………………...74
3.5.1 Questionnaire Analyses……………………………….74
3.5.2 Results Interpretations…………………………………....87
3.6 Teachers’ Questionnaire…………………………………………....91
3.6.1. Questionnaire Analyses…………………………………….91
3.6.2. Results Interpretations……………………………………...98
3.7 Summary of the Main Results..........................................................101
3.8 Conclusion………………………………………………………....102
Chapter Four:Recommendations for Reading Comprehension
Assessment
4.1Introduction………………………………………………………104
4.2Types of Reading…………………………………………………...107
4.2.1 Extensive Reading…………………………….……………....107
4.2.2 Intensive Reading……………………………….…………….109
4.2.3 Scanning……………………………………………………...109
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4.2.4 Skimming………………………………………………….110
4.3 Teaching Reading Comprehension………………………………..110
4.4 Keys to Reading Comprehension………………………………….112
4.4.1 Fluency.………………………………… ……………...113
4.4.2 Vocabulary knowledge……………………………………113
4.4.3 Prior Knowledge…………………………………………..114
4.4.4 Comprehension……………………………………………114
4.5 Indicators of Comprehension……………………………………...114
4.5.1 Literal Comprehension…………………………………..115
4.5.2 Reorganization…………………………………………...115
4.5.3 Making Inferences………………………………………116
4.5.4 Prediction………………………………………………...116
4.5.5 Summarizing……………………………………………..117
4.5.6 Evaluation………………………………………………...117
4.6 Assessment of Reading Comprehension …………………………118
4.6.1Types of Reading Comprehension tasks…………………119
4.6.1.1 Yes-No Questions……………………………….119
4.6.1.2 True or False questions………………………….119
4.6.1.3 Matching………………………………………...120
4.6.1.4WH questions…………………………………....120
4.6.1.5 Open-Ended Questions………………………….120
4.6.1.6 Multiple Choice Questions……………………...120
4.6.1.7 Cloze Tasks…………………………………...121
4.6.1.8 Gapped Texts…………………………………122
4.6.1.9 Proofreading………………………………………….122
4.6.2 The Criteria of Reading Comprehension Assessment……122
4.6.2.1 Understanding the Main Ideas…………………….123
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4.6.2.2 Finding Specific Information and Details………...123
4.6.2.3 Recognizing the Writer’s Attitudes……………….124
4.6.2.4 Identifying the Tone of the writer……………..……124
4.6.2.5 Understanding Implication ……………………..124
4.6.2.6 Identifying the Purpose of the Text ……………125
4.6.2.7 Understanding the Text Structure and
Organization.125
4.6.2.8 Understanding Cohesion and Coherence……….126
4.6.2.9 Understanding the Meaning of Words in Contex.127
4.7 Preparation for Reading Comprehension Assessment…………..127
4.7.1 Developing Task Awareness……………………………127
4.7.2 Developing Testing Skills and Strategies ………………128
4.7.2.1Simplifying Reading Comprehension Tasks….128
4.7.2.2 Selecting Texts…………………………………129
4.7.2.3 Introducing Test Conditions…………………...132
4.7.3 Improving the Reading Speeds…………………………133
4.7.4 Using Reading Comprehension Strategies……………134
4.7.5 Meeting Learners’ Needs……………………………...136
4.8 Conclusion……………………………………………………….137
General Conclusion………………………………………………….138
Bibliography ………………………………………………………….144
Appendices :……………………………………… …………..…156
Appendix 1 Pupils’ Qurestionnaire…………………………………157
Appendix 2 : Teachers’ Questionnaire……………………………..…161
Appendix 3 : Suggested Types of Tasks for Reading Comprehension164
Appendix 4 : A Sample of Reading Comprehension Activity………165

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List of Figures and Pie-charts
Figure 1.1 Guide to assessment for Secondary Students ……………………...11
Figure 1.2 Classroom Assessment Cycle……………………………………....15
Figure 1.3 Data Analyses Process ……………………………………………..22
Pie-chart 3.1 English Language Learning............................................................75
Pie-chart 3.2 The Importance of the English Language.......................................75
Pie-chart 3.3 Pupils’ Learning of English............................................................76
Pie-chart 3.4 Learners’ Preferences in Language Learning.................................77
Pie-chart 3.5 Learners’ Needs in Language Skills...............................................78
Pie-chart 3.6 The Importance of reading Comprehension...................................78
Pie-chart 3.7 Learners’ Reading Preferences.......................................................79
Pie-chart 3.8 Learners’ Texts Preferences...........................................................80
Pie-chart 3.9 The Use of Reading Comprehension Strategies.............................80
Pie-chart 3.10 Learners’ abilities of texts’ Summarizing.....................................81
Pie-chart 3.11 Answering Reading Comprehension Questions...........................82
Pie-chart 3.12 Causes of Reading Comprehension Failure..................................83
Pie-chart 3.13 The Reading Material in Class.....................................................83
Pie-chart 3.14 Learners’ Preferences in Doing Reading Tasks...........................84
Pie-chart 3.15 The Impact of Assessment............................................................85
Pie-chart 3.16 Learners’ Preferences of Assessment Instruments.......................85
Pie-chart 3.17 Learners’ Self Assessment............................................................86
Pie-chart 3.18 The Role of Assessment in Developing the Reading Skill...........87
Pie-chart 3.19 The Syllabus of English................................................................92
Pie-chart 3.20 The Application of the CBA.........................................................94
Pie-chart 3.21 Teachers’ Assessment Tools.........................................................95
Pie-chart 3.22 Learners’ Difficulties in Reading Comprehension.......................96
Pie-chart 3.23T he Use of Assessment Results in Course Design.......................97

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