n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Lees en studeer op tersiêre vlak : die affektiewe komponent van lees verdien ook aandag

Volume 35, Issue 2_3
  • ISSN : 0259-9570



Reading is the main mode used by learners, including students at tertiary level, to study. In South Africa there are many students studying at tertiary level whose language abilities and reading skills are not in line with the academic demands posed by their studies. Lecturers realise that several students have the potential to make a success of their studies, but because of the lack of necessary reading skills and study skills they do not realise this potential. In the teaching situation lecturers should plan for their students' learning processes, as well as their reading abilities. Mathewson's affective reading model suggests that reading is more than a cognitive process and embodies affective components as well. Lecturers should therefore plan strategies for both the cognitive and the affective domain to enhance the reading abilities of their students. Reading strategies for the affective domain which could be used by lecturers include the following: the use of affective mobilisers, motivation and self motivation, own choice of reading content and vocabulary, reward, a learner centered approach, modelling, the Internet and for English second speakers the personal gain to master literacy in a second language.

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