L4 Reading
L 4 Teaching Reading
What do listening and reading comprehension skills have in common?
both are receptive skills they provide INPUT for LLs (LLs need to be exposed to the language they learn as much as possible)
LLs - listen and read both extensively and intensively
Input hypothesis (Krashen) – LLs are able to acquire language that is slightly above their level (i+1) goals of listening and reading – similar it is necessary to focus on the process, not on the product three stages: pre-, during-, after-
In comparison with listening and speaking, reading is a relatively easier skill.
Reasons:
the reader has time to process the written text (help of a dictionary) written text can be used repeatedly
Bottom-up view of Reading
processing in reading from letters to sounds, to words, to meaning (data-driven) comprehension - to proceed linearly from the isolated units (letters, words) to higher units of comprehension
Top-down view of Reading
Reading texts
1. Literary texts (novels, short stories, plays, essays)
2. Specialized or technical texts (reports, reviews, textbooks)
3. Correspondence (letters, e-mails, postcards)
4. Journalistic literature (articles from newspapers and magazines, weather reports)
5. Information texts (dictionaries, timetables, signs)
6. Realia (tickets, menus, recipes)
Different kinds of reading
1. Scanning – looking for a particular piece of information.
2. Skimming – looking for the main idea or the general gist of a passage.
3. Extensive reading – longer texts for pleasure, needing global understanding
4. Intensive reading – shorter texts, extracting specific info, detail
Decide: skimming, scanning, extensive reading or intensive reading
The ‘What’s On’ section of the local paper
A novel
An armchair travel book about a country you have enjoyed visiting
A newspaper
A text in class
A series of articles, only some of which will be useful to you, for a report you’re writing
A poem
The telephone directory
A postcard
What do listening and reading comprehension skills have in common?
both are receptive skills they provide INPUT for LLs (LLs need to be exposed to the language they learn as much as possible)
LLs - listen and read both extensively and intensively
Input hypothesis (Krashen) – LLs are able to acquire language that is slightly above their level (i+1) goals of listening and reading – similar it is necessary to focus on the process, not on the product three stages: pre-, during-, after-
In comparison with listening and speaking, reading is a relatively easier skill.
Reasons:
the reader has time to process the written text (help of a dictionary) written text can be used repeatedly
Bottom-up view of Reading
processing in reading from letters to sounds, to words, to meaning (data-driven) comprehension - to proceed linearly from the isolated units (letters, words) to higher units of comprehension
Top-down view of Reading
Reading texts
1. Literary texts (novels, short stories, plays, essays)
2. Specialized or technical texts (reports, reviews, textbooks)
3. Correspondence (letters, e-mails, postcards)
4. Journalistic literature (articles from newspapers and magazines, weather reports)
5. Information texts (dictionaries, timetables, signs)
6. Realia (tickets, menus, recipes)
Different kinds of reading
1. Scanning – looking for a particular piece of information.
2. Skimming – looking for the main idea or the general gist of a passage.
3. Extensive reading – longer texts for pleasure, needing global understanding
4. Intensive reading – shorter texts, extracting specific info, detail
Decide: skimming, scanning, extensive reading or intensive reading
The ‘What’s On’ section of the local paper
A novel
An armchair travel book about a country you have enjoyed visiting
A newspaper
A text in class
A series of articles, only some of which will be useful to you, for a report you’re writing
A poem
The telephone directory
A postcard