¡Descarga Reviewing Research and Methods in Second Language Reading Processes - Prof. Lozano y más Apuntes en PDF de Lingüística solo en Docsity! Dr Cristóbal Lozano cristoballozano@ugr.es ● http://www.ugr.es/~cristoballozano Lingüística Aplicada a la enseñanza del inglés 1 Main source (compulsory reading) Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. [chapter 6] Secondary sources Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. [chapter 3] Hadfield, J., & Hadfield, C. (2008). Introduction to Teaching English. Oxford: Oxford University Press. Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. [chapters 26, 27, 28] Schmitt, N. (2002). An Introduction to Applied Linguistics. London: Arnold. [chapter 14] Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge University Press. 2 Can you guess the meaning of the underlined words? What kinds of knowledge did you use to guess the meaning? 5 Current ELT methodology: Reading is an interactive process. Reader ‘struggles’ to make sense of text. Goodman (1967) ‘Psycholinguistic guessing game’ Learner processes information to guess meaning... ▪ based on the text itself. ▪ based on world knowledge. 6Goodman, K. (1967) ‘Reading: a psycholinguistic guessing game’ Journal of the Reading Specialist 6/4: 126-35 Syntactic knowledge Morphological knowledge General world knowledge Sociocultural knowledge Topic knowledge Genre knowledge 7 Linguistic knowledge Schematic knowledge Reading as interactive process Reading as purposeful process Reading as critical process 10 Ok, so we know that certain words or phrases in text will activate prior knowledge in the reader. How do we know this? Research studies: think aloud protocol asking subjects to ‘think aloud’ when they are reading a text. 11 Example: what kind of schematic knowledge do you use as a reader in the following text? How would you activate your learners’ previous knowledge before a reading task? 12 Language knowledge enables reader to work on text Good readers can... decode quickly words and other linguistic structures. recognise a wide range of vocab Problem: L2 readers will have problems when processing texts: inability to understand cohesive devices inability to guess new words etc 15 Berman (1984) Deletion is a grammatical and cohesive device Hyperactivity in children is a common problem [ ] many parents have to confront. They must learn to understand the symptoms [ ] typical of this medical condition. 16 Research question • Will deletion make a text ‘opaque’ to the reader? Subjects • 20 Hebrew learners of English Method • 2 groups: group 1 read text with deletion, group 2 read text without deletion • They were asked comprehension questions Resulst • Second group did better on questions. • So, L2 readers successful processing of syntactic structures will access meaning more easily Berman, R. A. (1984). ‘Syntactic components of the foreign language reading process’. In J. C. Alderson & A. Urquhart (eds). Reading in a Foreign Language. London: Longman. What are the implications of Berman’s study for ELT? Vocabulary: another problematic linguistic component for learners when reading : ▪ difficulty of text, prior knowledge, learner’s proficiency level, knowledge of words. How to solve it? Guessing word meaning ▪ from context ▪ from background knowledge 17 Intensive reading when reading for detail, very carefully we need to be able to understand and follow the sequences of the text ex: a legal document, a poem, an instructions manual for the TV Extensive reading when we read longer texts we may use a combination of the above reading styles ex: novels, non-fiction, academic books... 20 Pugh, A. K. (1978) Silent Reading. London: Heinemann Educational Books. Lunzer, E. & Gardner, K. (1979). The Effective Uses of Reading. London. Heinemann Educational Books. Some researchers view reading as a critical process. Writers may want to shape the perceptions of readers towards acceptance of an ideology Some readers may be aware of how language is manipulated to manipulate their ideas. Current ELT methodology Pre-reading and post-reading questions to elicit the leaner’s critical point of view. Can you think of examples of this? 21 What is extensive reading? Many definitions Many definitions in the literature: reading large quantities (stories, novels, newspapers, magazines...) consistently over time and regularly reading for general meaning and pleasure in classroom, but also independently at home. Current ELT methodology: revived interest in extensive reading probably as result of research on role of input (Krashen, etc) rationale: if learners are exposed to large amounts of input, then this will increase their proficiency Do you agree that extensive reading is beneficial for the learner? 22
