Professional Documents
Culture Documents
4 . The real issue: when/why we might need to approximate our meaning closely to that intended by the writer.
automatic language processing Recent literature on reading: vital importance of nurturing learners’ ability to facilitate
.successful reading . •
Vocabulary + grammar exercises •
pre reading vocabulary activities
reading sections start with vocabulary activities related to the texts
short texts for mainly teaching grammar
1950s 60s
The learner acquires the habit of using the language through learning the rules and lexis
= a fluent reader
Reading being treated as a means of language practice through the use of simplified texts and graded readers
:Readability studies in 1960s
word difficulty + sentence length= plausible indices for predicting text accessibility
1980s - present
Simple English is written in short easy sentences with not too many long words
Supports
Criticisms Eye movement studies
1. Understanding the linguistic meaning
of a text doesn’t equal understanding the Negated the claim that skillful readers use contextual guidance to preselect
textual meaning. the meanings of the words.
2. Active role of reader important in
reading process (use of prior knowledge
( meaning is selected while the language is being processed.)
and metacognitive strategies) The learners need general language ability and automatic word recognition.
= Read fluently
vocabulary knowledge is of primary importance in reading.
s
Preschoolers may have had opportunities for relaxed, proto reading experiences, such
as listening to bedtime stories in which most of the vocabulary in the text is likely to be
known .
In L2 reading, instruction begins simultaneously with L2 language learning .
The importance of automatic accessing of vocabulary has led many course books to
present pre reading vocabulary exercises:
Explicit pre teaching of vocabulary can help learners acquire or recall language
knowledge;
Doing vocabulary work before reading can help learners to comprehend the text better.
For L1 readers, syntax only becomes a problem when it interacts with other factors’.
Such a s , to vocabulary overload or lack of background knowledge.
Skill learning Vs. Knowledge learning
Skill learning : learner acquire the sensor, motor, and cognitive abilities .
necessary for using a language in an accurate, fluent and appropriate
manner.
Knowledge learning: learn words in TL consciously and verbally
Skill : acquired ability which has been automatized and operates largely
subconsciously.
Strategy : conscious procedure carried out in order to solve a problem.
Teaching skills/strategies:
Explicit teaching of a specific skill/strategy, then some practice follows
Successful reader:
A. Who is aware of the kinds of texts and kinds of suitable strategies
B. Who is able to monitor and control his own strategy use according to a particular purpose
of reading
Reading is a complex operation which involves many potential strategies. Each strategy has
.sub skills and sub strategies. E.g
:Strategies for vocabulary
Identifying part of speech, analyzing morphological components, make use of any related phrases or
.…relative clauses in the context
:Strategies for grammar
.…Discourse, related strategies, strategies solving ambiguity by inferring
The efficacy of skills/strategy approach depends on that the conscious training will ventually
.transfer to become a subconscious skill
strategy’ emerged in the materials = mid 1980s .
Readers are considered to be active agents who direct their own cognitive resources in reading.
Readers’ cognitive resources: knowledge of the reading process; use of a variety of reading
strategies e.g. scanning for specific information
The reading process can not be explained without acknowledging the vital
importance of knowledge systems in readers’ mind.
Pre-reading Activities:
Asking learners to discuss, in pairs or in groups, the personal experience related to
the theme or the topic of the lesson
Asking learners to consider statements, text titles, illustrations,…
Activation content information: Recalling information
Comprehension , according to schematists , happens when a new experience is understood in
.comparison with a stereotypical version of a similar experience held in memory
Some materials tried to provide learners with a series of texts designed to achieve a critical mass ( i.e.
sufficient background knowledge about a certain theme to enable readers to achieve successful
comprehension )
Problems
1. Authentic texts are too complex to allow readers easily
select and apply appropriate schemata.
Good texts work on learners’ affect , which is vital for deep processing and creates reasons and
motivation to read on. Affect is occasionally mentioned in the literature as a peripheral factor, but
the engagement of affect (e.g. interest, attitude, emotions ) should be given prime importance in
reading materials production
Neuroscience (i.e. the study of the central nervous systems the study of the brain)
provides evidence that emotion casts a powerful influence on cognition, learning and
memory.
Emotionally charged memory makes an instant and strong impression and it stays in our memory
for a long time. In reading, the same proficient L1 reader may process the same text differently
on separate occasions depending on his/her emotional state and the interest and significance
he/she gives to the text at the time.
Principle 2 Listening to a text before reading it helps decrease linguistic demands and
encourages learners to focus on meaning
Tallal(2003): ‘. . . the brain is programmed to process the sensory world, turn that into
phonological representations and turn those into syllables, words, phrases, and ultimately allow us
.’to develop a written code which is the orthography or letters that go with those sounds
Taking away the cognitive load of processing scripts and sounds at the same time
Chunking a text into meaningful and manageable lengths to help the learners gradually
interpret the meaning
Adding prosodic features such as prominence that mark situationally informative pragmatic
meaning
Achieving impact through reading a text with suitable affect (e.g. humor, anger)
Principle 3 Reading comprehension means creating multidimensional Mental Representation in the
reader’ s mind
Reading materials offer activities that help the learners focus on the content of the text and
.achieve personal experience of it through multidimensional representation
:By experiencing the text, learners are able to
activate the sensory, motor, emotional, cognitive areas of their brain
self project and self invest in the activities which lead to deeper processing and to fuller
engagement
have time to make errors and adjustments in connecting verbal codes with non verbal mental
representations
have time to talk to themselves in their L1
have time to develop inner speech in the L2 before publicly speaking out or writing
:Nunan(1999)Considers five essential steps involved in designing reading courses
Decide the overall purpose of the reading course within a wider pedagogical framework )1
.Identify the types of texts and tasks that the course requires )2