英語教學法教程11 Teaching Reading

Unit11TeachingReadingHowdopeopleread?Whatdopeopleread?Whataretheskillsinvolvedinreading?Whatistheroleofvocabularyinreading?Whataretheprinciplesandmodelsforteachingreading?Whatproceduresandtypesofactivitiescanweuseinteachingreading?11.1Howdopeopleread?Activity:Task2,pp.175-17611.1.1AssumptionsaboutreadingPeoplereadfordifferentpurposes.Readingalouddoesnothelpssfocusonthemeaningofthetextbecausetheyhavetoconcentrateonpronunciation,intonation,pausingandtherecognitionofnewwords.Thepurposewillusuallydeterminewhatspecificinformationyouaregoingtolookforandtheappropriatetypeofreadingskillstobeused.Oureyesarealwaysjumping,from‘groupofwords’to‘groupsofwords’.Peoplereadatdifferentspeedandcan’t‘readtogether’.Peopleguessmuchofwhatitissaidinatextinreading.Differentreadingtasksandmaterialsrequiredifferentreadingspeed.Mentaltranslatingnotonlyslowsdownthereadingspeed,butalsomakesthereaderslosetrackoftheoverallmeaning.Readersguessthenewwords,andifthewordsdonotinterferewithunderstandingofthetext,ignorethem.ResearchhasindicatedthatlackofculturalknowledgemayleadtofailureinESLreadingcomprehension.Languageandcultureareinseparable.Toachievereadingcomprehension,readersneednotonlyvocabulary,butalsogeneralknowledgeaboutthelanguage,abouttheworld,abouttexttypes,andeffectivereadingstrategies.Readingextensivelyhelps.11.1.2ReadingaloudandsilentreadingDifferencesbetweenreadingaloudandsilentreading(p.324)11.2Whatdoeffectivereadersdo?HaveaclearpurposeinreadingReadsilentlyReadphrasebyphrase,ratherthanwordbywordConcentrateontheimportantbits,skimtherest,andskiptheinsignificantpartsUsedifferentspeedsandstrategiesfordifferentreadingtasksPerceivetheinformationinthetargetlanguageratherthanmentallytranslateGuessthemeaningofnewwordsfromthecontext,orignorethemHaveandusebackgroundinformationtohelpunderstandthetext.11.3Whatdoweread?WereadagreatvarietyoftextsinEnglish.RefertoPage180foralistofthingswereadinourdailylife.ItisveryimportantforEFLteacherstobearinmindwhatwereadinreallifesothatwhenweselectreadingmaterialsforourstudents,wewillensurenotonlythereisagreatvarietybutalsowecanhelppreparesstomeettheirfutureneeds.EFLlearnersreadauthentictextsand/orsimulatedtextsdependingonproficiencylevel.11.4Strategiesinvolvedinreadingcomprehension11.4.1ReadingandreadingcomprehensionReading

“istheconstructionofmeaningfromaprintedorwrittenmessage”.(Bamford,1998:12)Readingcomprehensioninvolvesextractingtherelevantinformationfromthetextasefficientlyaspossible,connectingtheinformationfromthewrittenmessagewithone’sownknowledgetoarriveatanunderstanding.11.4.2TwolevelsofreadingArecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;Acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sowngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoconvey.11.4.3DevelopingreadingstrategiesRefertoPage181.SpecifyingapurposeforreadingPlanningwhattodo/whatstepstotakePreviewingthetextPredictingthecontentsofthetextCheckingpredictionsSkimmingthetextforthemainidea…11.5TheroleofvocabularyinreadingDay&Bamford(1998):efficientreadingbeginswithalightening-likeautomaticrecognitionofwords.Thisinitialprocessofaccurate,rapidandautomaticrecognitionofvocabularyfreesone’smindtouseotherresources,suchasreasoningabilities,worldknowledge,knowledgeaboutthetopic,etc.toconstructmeaning.…Slowingdownandpayingattentiontorecognizingwordsinterferewiththeconstructionofmeaning.Helpingsstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingtheirreadingskills.Sightvocabulary視覺詞匯，一見即懂的詞匯Wordsthatoneisabletorecognizeimmediately[bothsoundsandmeanings]areoftenreferredtoassightvocabulary.Howtodevelopsightvocabulary?A:Toreadextensively–

‘Familiaritybreedsautomaticity’(Day&Bamford,1998:16).However,thematerialschosen[forextensivereadingafterclass]mustbeattherightlevelandadegreeofmonitoringshouldbeavailabletokeepthemotivationhighsothatsscanfeelasenseofachievementbysharingtheirreadingexperienceswithothers.11.6Principlesandmodelsforteachingreading11.6.1

Principlesforteachingreading(184)Theselectedtextsandattachedtasksshouldbeaccessibletothess.Tasksshouldbeclearlygiveninadvance.Tasksshouldbedesignedtoencourageselectiveandintelligentreadingforthemainmeaningratherthanss’understandingoftrivialdetails.Tasksshouldhelpdevelopss’readingskillsratherthantesttheirreadingcomprehension.Theteachershouldhelpssdevelopreadingstrategiesandreadingabilityingeneral.Theteachershouldprovideenoughguidanceandassistanceatthebeginningbutgraduallywithdrawguidanceasssprogress.11.6.2ModelsforteachingreadingBottom-upmodelReadingfollowsalinearprocessfromtherecognitionofletterstowords,tophrases,tosentences,toparagraphs,andthentothemeaningofthewholetext.Top-downmodelOne’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandstructuresinreadingcomprehension.Readingis‘apsycholinguisticguessinggame’(Goodman,1967).InteractivemodelReadingasaninteractiveprocessdoesnotonlyinvolvetheprintedpagebutalsothereader’sknowledgeofthelanguageingeneral,oftheworld,andofthetexttypes.Whatmakesaproficientreader?Havegoodlanguageskills:automaticrecognitionofwordsandphrases,understandingsentencestructures,buildingadiscoursestructure,etc.Integratethisdecodingprocesswithwhathe/shealreadyknowsaboutthetopic–schemasorschemata

圖式,‘cognitiveconstructswhichallowfortheorganizationofinformationinourlong-termmemory’(Widdowson,1983)Duringthereadingprocess,ourmindbyinteractingwiththeprintedpage–itswords,phrases,sentences,aswellasthecontextitprovidescanbestimulatedandaproperschemawillbeactivatedtoallowustorelatetheincominginformationtoalreadyknowninformation.11.7Pre-readingactivities(Lead-in)Purpose:tofacilitatewhile-readingactivities,bypoolingexistingknowledgeaboutthetopic,predictingthecontentsofthetext,learningkeywordsandstructures,etc.Differenttypesofpre-readingactivities:predicting,settingthescene,skimming,scanning,etc.11.7.1PredictingReadingwithpredictionscanmakereadingmoreintriguing(veryinteresting)andpurposefulandthereforeislikelytoresultinbettercomprehension.Differentwaysofpredicting:Predictingbasedonthetitle(Task7)Predictingbasedonvocabulary(Task8)PredictingbasedontheT/Fquestions(Task9)11.7.2SettingthescenePurpose:togetssfamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttothereadingtext.Ways:Discussingculture-boundaspectsofthetext,e.g.GreenBananas;AllGreektomeRelatingknowntounknownUsingvisualaidssuchaspictures,photos,maps,drawings,multi-mediamaterials,etc.11.7.3SkimmingPurpose:toreadquicklytogetthegist,orthemainideaofthetextSuggestionsforskimmingactivities:Askgeneralquestions(avoiddetailedones)whichallowsstofocusononeortwothingsProvide3-4statementsandoneofthemrepresentsthemainidea.Asksstoreadanddecidewhichisthecorrectone.Providesubtitlesfordifferentpartsofatextandasksstoputthemintherightplace.11.7.4ScanningPurpose:toreadtolocatespecificinformation,e.g.scanfigures,trainschedules,time-tables,phonenumbers,newsheadlines,dictionaries.Askquestionsaboutspecificinformation;Asksstoscanforvocabulary(Task13)Asksstoscanforcertainstructures,e.g.tenseforms,discourseconnectors.Suggestionsforscanningactivities:Setatimelimit.Giveclearinstructionsforthetask.Waituntil70%ofthessfinish.Makeclearhowyouaregoingtogetfeedback.Makesurethatanswerstothescanningquestionsarescatteredthroughoutthetextratherthanclusteredatoneplace.Summaryonpre-readingactivitiesWarning:youshouldnotusealloftheseactivitieswitheverytext;Purpose:tobothstimulatess’interestsandmaketheirreadingmoredirectedandeasier;tohelpssmovefromlearningtoreadtoreadingtolearnAction:Youcanthinkofotherpre-readingactivities,dependingonyourteachingcontext11.8While-readingactivitiesTwomainwaysofexploitingtexts:FocusingontheresultsofreadingMultiple-choicequestions;T/F;openquestions,paraphrasing,translationFocusingontheprocessofunderstandingInformationtransferactivities,(withatransitiondevice)FivetypesofreadingcomprehensionquestionsUnderstandingreferencesMakinginferences…11.8.1TransitiondeviceFunction:totransferinformationfromoneformtoanother(e.g.visualform,whichcanbemoreeffectivelyprocessedandretained)Examples:pictures,drawings,maps,tables,treediagrams,piecharts,etc.pp.194-195Sophisticated

input(SI)TRANSITION

DEVICE(TD)OUTPUT

(OP)PurposesoftransitiondeviceFocusattentiononthemainmeaningofthetext.Beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutput.Allowsstoperformtaskswhilereading.Highlightthemainstructuralorganizationofatext/partofatext,andshowhowthestructurerelatestomeaning.Involveallssinclearlydefinedreadingtasks.Precedeonestepatatime(easiertasksbeforecomplicatedones)WhenaTDiscompleted,useitasabasisforfurtheroraland/orwrittenlanguagepractice.11.8.2FivetypesofRCquestionsQuestionsofliteralcomprehension.Questionsinvolvingreorganizationorreinterpretation.Questionsforinferences.Questionsforevaluationorappreciation.Questionsforpersonal

response.11.8.3UnderstandingreferencesReferences:referentialwordssuchaspronounstorefertopeopleorthingsalreadymentionedpreviouslyinthecontext.Understandingwhatthesewordsrefertoiscrucialforcomprehension.Example:

Task19,p.20111.8.4MakinginferencesOr‘readingbetweenthelines’Itrequiresthereadertousebackgroundknowledgeinordertoinfertheimpliedmeaningoftheauthor.Examples:Blandidaisacountrywhichhaseveryclimaticconditionknowntoman.Whenshecameintotheroomthelar