DIPLOMADO EN ENSEÑANZA DE INGLÉS
TEACHING RECEPTIVE SKILLS
Alma Delia Frías Puente
[email protected]
Enero, 2009.
READING AND LISTENING
SIMILARITIES
• Processing ideas transmitted through laguage
• Involve highly complex cognitive processing operations
DIFFERENCES
• Listening is ephemeral. Words are gone as soon as they
are uttered.
• Written words are permanent, and can be revisited.
• Unlike speaking, reading is not something that
every individual learns to do.
• Money, time and effort are spent to teach
reading in elementary and secondary schools.
• Being literate is a mark of the educated person.
ACTIVITY 1
• Take a few minutes and reflect on all of
the reading that you have done in the last
twenty-four hours.
• PURPOSES AND TYPES OF READING
(STRATEGIES)
• BOTTOM-UP APPROACH
- Discriminate each letter
- Sound these out
- Match the written symbol to the aural
equivalent
- Blend these together to form words
- Derive meaning (final step)
“READING” without understanding
• TOP-DOWN APPROACH
- One begins with a set of hypotheses or
predictions about the meaning of the text.
- Sample the text to determine whether or not
one´s predictions are correct.
- Reading is a process of reconstructing meaning
rather than decoding form.
- The reader resorts to decoding if the other
means fail.
• READING is an interactive process, in
which the reader constantly shuttles
between bottom-up and top-down
processes.
ACTIVITY 2
• Study the text and answer the questions.
• Given the CONTEXT for the text, people
can make sense of it.
RESEARCH INTO READING
• SCHEMA THEORY
We do not process print in a serial, linear, step-by-step
process. Nor do we process print as “visual taperecorders.”
Rather, we interpret what we read in terms of what we
already know, and we intergrate what we already know
with the content of what we are reading.
• Our knowledge and expectations about the world will
strongly affect our ability to understand new information
by providing the framework within which that new
information might fit.
• The texts themselves, whether spoken or written, do not
carry meaning.
• Rather they provide signposts, or clues to be utilized by
listeners or readers in reconstructing the original
meaning of speakers or writers.
THE TRANSFER HYPOTHESIS
• Good readers in a first language will be able to transfer
their skills to the second language.
• Readers, when functioning in a second language, may
be using the wrong schema to guide comprehension of
the text.
• Readers at different levels of proficiency use different
reading strategies.
• CROSS-CULTURAL ASPECTS OF READING
COMPREHENSION
• Background knowledge is a more important factor than
grammatical complexity in the ability of readers to
comprehend the cohesive relationship in the texts.
• Students have a greater success in inserting acceptable
words into gaps in the familiar, yet grammatically more
complex text A, than simpler, yet unfamiliar text B.
• EFFECTIVE INSTRUCTION P.261
• THE “GOOD” READING TASK P. 262
• STRATEGIES P.265