文章基本信息

标题：STUDENTS’ READING PRACTICES AND ENVIRONMENTS
本地全文：下载
作者：Aiza Johari ; Amelia Alfred Tom ; Affidah Morni 等
期刊名称：Indonesian Journal of Applied Linguistics
印刷版ISSN：2301-9468
电子版ISSN：2502-6747
出版年度：2013
卷号：3
期号：1
页码：17-28
DOI：10.17509/ijal.v3i1.187
语种：English
出版社：Universitas Pendidikan Indonesia
摘要：Abstract: The challenges of reading are indeed apparent in most teaching and learning processes in ESL classrooms. As a result, this study is conducted to resolve the issues of students who seem to find reading to be unbearable. Many of them have limited ability to read well and hence, possess insufficient reading habits to become competent readers, particularly out-of-school context. Besides, poor home literacy environments also contribute to their shortcomings in reading. The main objectives of this study are to identify the students’ reasons for reading as well as to find out their home reading environments (reading backgrounds and habits; reading attitudes and motivation; reading exposure and supports). To identify these, questionnaires were distributed to 120 secondary school students (Form 4: 16 years old) from one of the urban schools in Sarawak, Malaysia. The findings indicate that the students read to gain information and knowledge though many chose reading as a hobby as their last choice in explaining their motives of reading. Besides, they preferred non-academic reading materials, mainly lighter forms reading materials such as comics, story books and magazines. Though the students acknowledged the importance of reading in their daily lives, their average reading habits, attitude, motivation, exposure and support within the home domain had suggested otherwise. They mainly read for instrumental purposes while reading for pleasure seemed not to be given priority. Besides, the respondents acknowledge that their parents and themselves did not read much at home. As an implication, it is vital for students to improve their reading perceptions, abilities and practices to achieve personal, societal and national progress. On a final note, parents’ early and continuous efforts to be involved in their children’s literacy events in an out-of-school context are believed to be vital to inculcate positive reading environments, habits and culture