Title:
DOCUMENT ANALYSIS TRAIL OF ENGLISH READING TEACHING MODELS: IMPLICATIONS FOR SECOND LANGUAGE TEACHER

Authors:
Stephen Kanyimo and Maidaani A. Ziyambi ,Zimbabwe

Abstract:
The purpose of this document analysis was to chronicle some of the theories of teaching vocabulary and reading of English as a second language. This was prompted by the observation that the majority of rural primary school learners had low English reading abilities. Teachers have forgotten theories which they read and discussed during their pre-service education. Their practice is now governed by pragmatic (what works) methods to get the learners a pass mark. Historical research philosophy which sought to understand the present from the past guided the study. Research design was mainly document analysis. Researchers identified documents by using Google search engines. Critical identifier words were: English reading theories, Second language teaching approaches. Inclusion criterion was based on English as a second language, being available and accessible to researchers. Since the documents were already in circulation in academic circles, there was no need to carry out serious validation. Copies of the English reading models were e-mailed to a purposive sample of 20 teachers of English language. These were selected on being online, teachers of English as a second language, available and willing to participate. Principle researchers presented the theorems to participants who had read the theorems. Focus group discussions on ZOOM and BIG/BLUE BUTTON platforms were held. The study found that, English reading theorems implied that: teachers can author reading materials locally to provide the context which provoke learners to read. Teaching requires content to be presented from simple to complex, starting from letter naming, vowels, phonic sounds and word meanings. Use of educational audio-visual materials can improve the application of behaviourist theories in the classroom. Acculturation can be implemented by requiring learners to read every time, as a school culture. This can be done by having a day or week in which all activities are done by reading instructions.