LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:11 November 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Impact of Reading on Second Language Acquisition:
The Case of a Ghanaian Female University College of Education

Wilhelmina Coker Annan, B.Ed. (Hons.), M.Phil., PhD Candidate
Napoleon Amoah Yeboah, B.Ed. (Hons.), M.Phil.

Abstract

Over the years, students have been encouraged to read extensively. New techniques of teaching English reading skills in the classroom have also been devised (Iqbal, et al. 2015). Learners are taught to scan for the recognition of some visual forms such as numbers, words, or phrases, and also how to read closely for visual semantic process to finally acquire information (Carver, 1992). The present study therefore aims to identify, any form of impact that reading has on students’ proficiency in English Language as a second language in Ghana. Questionnaires of both open and close ended questions were administered to fifty (50) first year College of Education female teacher trainees. First, the results of the analysis revealed that English language has now become the language spoken by students not only in school as expected, but also at home, and with friends when they are out of school. Secondly, an improvement in the reading culture and the attitude of students towards reading is also indicated. Finally, this study confirms that extensive reading in a target language enriches the readers’ level of proficiency in the second language being acquired. It speeds up the process of acquisition from vocabulary to writing. Some implications have also been suggested.

Keywords: Ghana, Female University, Reading, Proficiency, Second Language, College of Education

Introduction

Reading has been identified as one of the important skills for acquiring knowledge. The progress in the world has also been attributed to the creation of writing scripts which enabled reading (Iqbal, Noor, Muhabat, & Kazemian, 2015). Reading, therefore, is an activity which encompasses the interpretation and understanding of ideas represented by written or printed page. According to Shakkour (2014), through reading, more children of different language backgrounds around the world are acquiring English language as a second language (L2) or foreign language (FL), first to acquire an international identity and second, to be able to fit into a global village, and again to interact with people around the world, using English Language. This is because English language has become the tool for breaking the language barriers among the various cultures and ethnic groups of many countries. It is believed that reading has its own reward which presents to the reader the benefit of pleasure and new knowledge (Yamashita, 2013). Over the years, students have been encouraged to read extensively and for that reason, new techniques of teaching English reading in schools have been devised (Iqbal, et al. 2015). Moreover, students are taught to adopt different kinds of reading skills. They are taught how to scan for the recognition of some visual forms such as numbers, words, or phrases, how to read closely for visual semantic process and to also acquire information (Carver, 1992).

However, there is an assertion that learners’ active reading of materials such as storybooks, newspapers and other relevant materials written in a target language, actually play a role in the acquisition of and proficiency in that target language (Uddin, 2019). For this reason, learners of a target language are encouraged to read materials written in that target language. English language, as already stated, has become a second and target language in the world which has attracted a lot of learners. Thus, in this study, it is my hope to confirm or deny the authenticity of such assumption in relation to the acquisition of English language as a second and target language. I inquire how reading materials such as storybooks, magazines, and newspapers written in English Language affect the reader’s proficiency in English language, both in speech and in writing.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Wilhelmina Coker Annan, B.Ed. (Hons.), M.Phil., PhD Candidate
Department of English
University of Cape Coast
Ghana
cokerdavis1@gmail.com

Napoleon Amoah Yeboah, B.Ed. (Hons.), M.Phil.
Akenten Appiah-Menkah University of Skills Training and Entrepreneurial Development
Department of Languages Education
napoyeb1@gmail.com
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