Improving English writing through reading for non-native speaker

In today’s highly globalized world, everyone wants to learn English to improve their communication skills to be able to express oneself at any given time. In this case, native and non-native English speakers strive to learn how to read and write English.          

Students with English as their second language find it difficult to learn, read and write English. Writing is even more difficult than reading in the case of non-native speakers (Peregoy and Boyle, 2000). Even though the native speakers have problems with writing, the non-native speakers have problems which are rather different. The approach used by the instructor who teaches a non-native English speaker is usually different. The non-native speaker’s learning to be able to read and write should also be different.

Non-native speakers learn first before they can read

            Before non-native speakers can start reading on their own, they undergo a special-based training, where the instructors are careful on how they do it. The non-native speaker first learning of English is usually by hearing. Teschner, 1987 stated that some of the strategies that the instructors use when teaching a non-native speaker includes; speaking clearly and pronouncing words correctly, use of a volume that creates understanding ( not necessarily shouting), ensuring that the mouth is not covered as he/she speaks, avoiding baby talk or incorrect English, avoiding running words together as he/she teaches, use of simple words instead of the complex ones, avoiding use of verb phrases that sound similar to the learner, avoiding the use of colloquialisms (‘um…’, ‘like…’, ‘yeah..’), paraphrasing sentences, avoidance of short forms or use of contractions, decreasing words that only fill sentences, being explicit when asked certain questions (answer ‘Yes’ or ‘No’) and repeating anything that is not clear to the learner (as it was in the first time)

            A non-native speaker only learns best by practicing. After listening, the non-native speaker now speaks without worrying that they may not be saying the correct thing. According to Teschner, 1987 only speaking out makes the shyness of speaking English to disappear.

Reading for writing

A non-native English speaker only understands how to read after familiarizing him/herself with the language. At first it may seem difficult but with practice in listening, speaking and reading makes the non-native English speaker able to start writing (Teschner, 1987).

Understanding genre features of any text gives the skill that leads to better understanding of the text as well as the language feature of that particular text fit its purpose. Such understanding helps to develop skills that are required to write for a variety of purposes (EDUCATIONAL JOURNAL DOCUMENTS, 2005). Students need to read these genre features. Some students find it hard to read alone and understand. In such a case, the instructor helps in teaching.

Non-native English speakers are inexperienced writers. Due to this truth, the teacher tackles the tasks of writing by doing it him/herself as the students observe. The learners may forget to go about how it was done in class, but reading helps in remembering and aids the learner to write the correct thing. According to Farris, 2008, the demonstration process helps the non-native learner in the decision making process.

According to Lee, 2000, reading helps a non-native speaker understand the format of writing a good viable project. When the learner interacts with many written projects, he acquires the knowledge of what is required in the project, acquires the knowledge of doing the project stepwise in the correct manner and he/she is able to write down and document everything about the project. Its only by reading different journals and books of projects that helps the learner to be a competent person on anything that involves projects. Gaining these skills and knowledge helps the learner to better compete with others in this field of projects (Lee, 2000).

Reading and later writing of projects makes the learners more creative and it makes the activity more fun and exciting. Reading for the purpose of writing the projects gives the learners vocabulary to use in the different areas of their projects. According to Lee, 2000 project work enables the students to learn to work collaboratively in a co-operative classroom.

Writing that which a non-native has read outlines the traits of ideas, voice, organization, sentence fluency, word choice, writing conventions (these include grammar, spellings and punctuations) and presentation (Farris, 2008). He argues that for the students to be motivated, then the text which they are reading has to be interesting.

Farris, 2008 states that ideas are everything in a message, they are the main theme. He argues that when ideas are combined with details, they develop and enrich the theme. The idea of writing an interesting piece must be a compelling one, with a message that is clear for the audience. The details that a writer selects needs to be important, informative and interesting. Farris, 2008 argues that a good writer is the one who comes up with out-of-the-ordinary information when writing about the ordinary subjects. To become such a writer, a non-native writer must therefore constantly read many books.

Voices indicate that a real person is sharing a message. The uniqueness of the authors comes out when he/she speaks out. That way, the author informs the reader that he knows his topic well (Farris, 2008). A non-native speaker has to read many books to improve his English and thereby be able to speak out in his writing in a unique way.

Reading is important in helping the student understand how to use theories, demonstrations, examples and modules when used to attract the attention of the reader. Successful writers are characterized by how they represent their ideas. This helps a person in planning, selecting, evaluating and delivering the content. Reading extensively helps the non-native speaker practice regularly before writing. This helps him/her to identify weak areas which need some corrections before coming up with a final draft. Reading wider makes the student to be organized in his writing. It enables him to chronologically write down a piece, in such a way that it fits together (Farris, 2008).

Fluency of sentences is only better written if the writer has developed a good culture of reading books. Wider reading helps the student to also recognize where there are errors of fluency. Training to be fluent when writing English is one of the most important things for a non-native English speaker (Farris, 2008).

Good authors are good at choosing their words while writing. To be able to have a wide range of words that one can use is much dependent on the more he has read (Farris, 2008). Farris, 2008 argues that if an individual examines how each trait is utilized by the author of the book he reads, it becomes much easier to use those traits in case he decides to write.

According to researchers (YANG, 2013), both reading and writing make learners actively engaged in construction meaning. Scheme theory proposes that readers need to activate their schemata before reading or writing a text. Both reading and writing are similar in such a way that they both incorporate prior knowledge. Cognitive factors are involved in reading and writing. Writing a summary when going through a comprehension helps the student understand better his subject matter. This helps him when it comes to writing, such that he does not deviate from his topic or subject.

When writing, every individual must read, whether you are a native or a non-native English speaker. Anderson and Briggs, 2011 argue that writing and reading are connected in a way. This implies that for an individual to be a competent writer then he must also be a competent reader. When a student understands that reading and writing is a reciprocal process, the learning process is much more accelerated.

Conclusion

Unless an individual is a good reader then he is not a good writer. Engaging in conversations with family, colleagues and friends through written media improves the reading and writing skills of a non-native speaker. Further to this, reading of books encyclopedias, magazines, academic journals and anything that can improve the grammar and generally the English language is important (Peregoy and Boyle, 2000). Knowledge with spelling usage, sentence structure and grammar increases the knowledge of the non-native speaker and makes him understand sentence composition and the rules of spelling. This enables him to be a competent English writer.

References

Teschner, R. V. (1987). Improving Language Learning for the Non-English-Language Native Speaker. Theory Into Practice, 26(4), 267.

Peregoy, S. F., & Boyle, O. F. (2000). English Learners Reading English: What We Know, What We Need to Know. Theory Into Practice, 39(4), 237.

Lee, I. (2000). A Touch of … Class!. Canadian Modern Language Review, 57(2), 352.

Anderson, N. L., & Briggs, C. (2011). Reciprocity Between Reading and Writing: Strategic Processing as Common Ground. Reading Teacher, 64(7), 546-549.

YANG, G. (2013). THE EFFECT OF SUMMARY WRITING ON READING COMPREHENSION: THE ROLE OF MEDIATION IN EFL CLASSROOM. Reading Improvement, 50(2), 43-47.

Farris, P. (2008). Examining and Developing Writing Traits Through Reading. Illinois Reading Council Journal, 36(2), 13-17

EDUCATIONAL JOURNAL DOCUMENTS. (2005). Developing writing. EDUCATIONAL Journal. (88), 20-21