Connecting Word with World: Reading as an Act of Cognitive Exploration
In spite of the many methodologies tried out in the last two centuries in India, the teaching-learning of English is still heavily dependent on reading. The main reason may be attributed to the fact that all subjects including science and technology have their mainstay in reading both in classrooms and at home. Even then, adequate attention has not been paid to reading instruction at the primary and secondary levels; as a result, when the learners reach the tertiary level where they are supposed to work on their own by reading and referring to books and journals, most of them end up as miserable failures just because of their poor and inadequate reading habits. While teachers focus only on the final outcome, tests and examinations solely depend on the learner’s net result of reading which is expected to get reflected in writing. A serious attempt to follow the reader in his course of reading may reveal the myriads of complexities which the act of reading passes through. This paper is just an attempt of making teachers of English aware of the fact that a learner’s success or failure in his academic pursuit is almost determined by his reading efficiency. Therefore this paper outlines the intricate cognitive processes involved in reading a second language.
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