One of the problems facing anyone wishing to discuss the topic of reading in a second or foreign language (L2) is that, by its very nature, it is a solitary activity and many consider it the least teachable of 'the four skills', something which learners 'develop naturally', as it were, in the course of acquiring a second language. This is doubtless partly a legacy of the grammar-translation approach, one of the basic assumptions of which was that, given a mastery of the vocabulary and grammar of L2, a learner will automatically and consistently be able to transfer this linguistic ability to reading any unfamiliar text. Unfortunately, approaches to language teaching that have concentrated on developing listening and speaking skills have compounded this general neglect of reading, with the result that the products of current GCSE, 'AS' and 'A' level courses have tremendous problems coping with the substantial L2 texts they are confronted with on degree programmes. This represents a major challenge to all involved in the L2 teaching process and requires, above all, a re-assessment of the role played by reading in that process.

In this module we will be concerned first with theories of reading, both in L1 (first language) and L2. We shall then look in detail at ways in which students can be helped to develop strategies for processing L2 texts and for coping with specific textual difficulties. Finally, we shall look at the crucial theme of extensive reading.

There are numerous points of crossover with Module 8, and ideally the two modules should be worked through consecutively.