Chronicle Editor
WHEN you come across an unfamiliar word in your reading, you can use many kinds of clues to determine its meaning.
Some clues called “context clues,” occur outside the word itself, in the sentence or paragraph in which the word appears.
Note that this is a powerful skill to possess in vocabulary acquisition. Most learners struggle to write compositions with flair because their word power is restricted.
For example let us read the following sentences borrowed from “Stay Alive, My Son,” For another quarter of an hour, he continued his harangue, his voice growing louder and louder. Follow this explanation: Clues within this sentence, such as the length of time and increasing loudness of his voice, help to determine the meaning of the word harangue — a long, vehement speech.
Other sentences may provide no context clues for the meaning of an unfamiliar word but the word itself will provide clues. Example: Tom, you are a counterrevolutionary, but fortunately for you, you are a good worker. Most importantly, the word counterrevolutionary contains the base word revolution, which is familiar. In addition, the prefix counter; meaning “against,” is familiar from such words as counterclockwise.
Therefore, someone who is a counterrevolutionary is against a revolution.
Even if a word does not have a base word that you know, it may contain one or more word parts that are familiar from other words. For example, look at denounce in this sentence; “You will be denounced by the people”. If you think about denounce and deny, you should realize that denounce has something to do with accusing or condemning. Take note that these are just examples, offered to help you work out meanings of unfamiliar words you come across in your reading.
Wide reading is key in learning. A well-read student does not struggle to catch up with others in class. Love reading to be in front of others in class. Various experts give reasons for reading.
There are many reasons proffered for reading. Chief among them is that we read in order to learn, especially when we read textbooks. But the purpose changes when you read a magazine or story. You might read these for fun or to entertain yourself.
What about when you read an advertisement? So from these examples, it is clear that there are many sources of information we can read from to find different facts of life.
We read newspapers to know what is happening in the world. We read a textbooks to learn about the school subject. To find the meaning and spelling of a word we read a dictionary.
To entertain ourselves for fun we read a magazine. To find out what is on TV we read a TV GUIDE.
This resonates well with language registers which used to be part of the English Language syllabus until that came to an abrupt stop. That used to teach students appropriateness of English Language in various situations. What can be of help to students is that different texts are read in various ways. For example, one student will tell you that when she reads a magazine she reads it quickly.
Somebody says, when I look up a word in a dictionary he quickly looks up for the word he wants and then he reads the word and its definition slowly and carefully to learn the spelling and meaning. How then should a textbook be read? There are interesting responses to these: One student says: “Well, I just sit and read. Although sometimes I just sit and fall asleep.”
Another student concurs that she does the same where sometimes she read the same sentence again and again but does not understand it so she finds it difficult and boring. Her mentor gives her valuable advice that to make her reading interesting and useful she must make her reading active.Read this hilarious response from the student: “What? You mean we should walk or jump when we read?
Of course, this response is out of this world we do not expect students to respond like that hence the teacher says: “Don’t be silly, Audrey. I mean you must think about what you are reading. First ask questions about the text and then read and find the answers. Active reading is then explained.
You are required to look over a text before you read. Look at the title and any headings. Ask yourself, what do I know about this topic?
Then think what the text is about. Ask yourself, what this text will tell me about the topic. YOU can write or more questions which you think the text will answer.
Then read the text to try and find the answers. These are real wise words of guidance to active reading.
For views link with [email protected] or sms to 077211327
Online Reporter