Hi, guys! This is our very first blog communication, but I definitely know it won't be the last. We're a little behind on the reading, but for this week, just try to read Hedge's Chapter (6) and at least start the one on reading skills (by the way, I apologize because the readings appear to be disorganized).
With that out of the way, my first post is on Chapter 6. I basically have some questions for you, not only to check your comprehension but also to get you reflecting about your own teaching practices.
1. Why does Goodman refer to reading as a "psycholinguistic guessing game"? (p. 188)
2. What is the difference between systemic knowledge and schematic knowledge? (p. 189)
3. What is the difference between top-down processing and bottom-up processing? (p. 189-194)
4. Why is reading a purpuseful process?
5. How is reading a critical process?
6. What is your personal opinon of extensive reading? Is it useful in a C.R. teaching context? Why or why not?
7. What criteria should we use when selecting a reading text for our students? What criteria do you personally use when selecting a text?
8. What kinds of reading tasks help to develop reading ability? Do you personlly follow all the different stages when you teach reading? Why or why not?
Remember that you can write your answers and comments below my post. You can also comment on each other's answers so feel free to do it.
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Hi Profesora and Orlando. Profesora, thanks for giving me the opportunity to be a part of this online seminar. Orlando: nice meeting you! It was such a big surprise to know that I won’t be the only student. I’m sure it will be a great opportunity to share our ideas and have a network in Costa Rica).
ReplyDeleteThe first thing I have to say about the material is the fact that I had a really hard time understanding the first reading, 6 Reading. It’s not that the reading was hard at all, it was because I had to struggle deciphering the text. It has a lot of words that need to be decoded by the reader. Did you have the same problem? I’m not sure but I think that happened to me because I have a scanned version of the material and it comes with many mistakes. Anyway, let’s start answering the questions
1. Why does Goodman refer to reading as a "psycholinguistic guessing game"? (p. 188)
ReplyDeleteReading is an active process in which a reader tries to create meaning from context. This process is compared to a “guessing game” because the reader, in the moment he decides to read a text, is playing a game. This is a risk game (game of chance?) in which the reader will combine information from the text and his background knowledge in order to infer meanings and decide what to retain from the text.
2. What is the difference between systemic knowledge and schematic knowledge? (p. 189)
Systemic, linguistic or language knowledge refers to the syntactic (knowing or looking for the syntax in the text) and morphological (looking for morphemes) knowledge used by the reader in order to decipher a text. On the other hand, schematic knowledge is the background knowledge (general world, socio-cultural, topic and genre knowledge) used by the reader in order to interpret a text. Here, we can say that schematic knowledge is used to interpret the meaning from a text, while the other, linguistic knowledge, is used to decode it.
3. What is the difference between top-down processing and bottom-up processing? (p. 189-194)
Top-down processing is the application of prior knowledge in order to understand the meaning of a text. Here, the reader uses schematic knowledge.
Bottom-up processing is used to describe the decoding of the letters, words, and other language features in the text. Basically, the difference between these processes is the fact that one (top-down processing) is used in order to get the meaning by using background knowledge, and the other (bottom-up processing), to decipher it. It is important to mention that a reader makes use of both of them during the reading process. Both are important in order for a reader to understand a text. If a reader doesn’t have any schematic knowledge, he won’t be able to understand the meaning of the text. However, the reader needs the systematic knowledge to understand the text itself.
4. Why is reading a purposeful process?
A “real life” reader always has a purpose when reading a text. Having a purpose makes readers know what strategies to use in order to deal with the text. Therefore, if a language learner has a purpose when reading a text, his understanding of the text will be better since he will know how to approach it.
5. How is reading a critical process?
ReplyDeleteIt is hard for me to answer this question since I’m student of literature. I think that every reading activity should be critical, and instructors should try to promote critical thinking. I think there is a critical process that takes place when readers have to analyze the narrator’s intention in the reading. This could be good for learners because they will learn not only to understand a text, but also to examine their purpose as a reader.
6. What is your personal opinion of extensive reading? Is it useful in a C.R. teaching context? Why or why not?
I definitely agree with the idea of using activities in a language class. Extensive readings can help students improve their vocabulary, grammar structures, spelling, and memory. It is always useful in any teaching context. Of course, it could not be as useful in some C.R. teaching contexts. It all depends on the class or institution we are talking about. For instance, extensive readings could be applied in private institutions in which there is more exposure to the target language; however, it would be impossible in traditional public high schools (language institutes have the same problem), in which learners only receive three classes per week.
7. What criteria should we use when selecting a reading text for our students? What criteria do you personally use when selecting a text?
If there is freedom, students’ interest should be the key criterion. It should be authentic. Other factors that should be considered when selecting a reading text are: copy, length, rhetorical organization, and reading purpose. Personally, I always try to choose reading texts that could be interesting for my students. I also look for authentic texts such as brochures, menus, magazines, etc. I think it’s important to try to find a text that won’t be impossible for the students to read, otherwise they will get frustrated, and therefore not to understand the text.
8. What kinds of reading tasks help to develop reading ability? Do you personally follow all the different stages when you teach reading? Why or why not?
The type of reading tasks that make students get involved in the activity. Schematic and language knowledge should be promoted in a reading task, helping the reader to develop their abilities.
I always try to use all the stages when I teach reading. Of course, I can’t follow them all the time because some readings need more pre-stage activities that provide the necessary tools for being carried out by language learners. In other words, I don’t avoid any stage. I just try to make students spend more time on a specific stage depending on the activity. It also depends on the purpose of the activity.
Hi Leonardo,
ReplyDeleteOrlando has had some problems posting, so I'm helping him out. All the answers below were written by Orlando.
1. In the sense that it becomes a dialogue between the reader and the text. The first mentioned, from his/her own background thinks around what is being read. His/her inferences are kept on a interpretative level. Who judges about his/her decided thought ? Based on what criteria?
As written on the text , one can speak about “constructing a personal interpretation”.
2. Systemic knowledge refer to the reader´s opinion about a text basing it on what the language itself means.
Schematic ones take into account general thoughts that converge to decode the text.
3. Top down processing occurs when prior knowledge contribute on constructing the meaning of a text.
Bottom up processing is when the words themselves give the message of the text.
4. In front of a reading , anyone has expectations that hopes to solve through the information given in a text. In this way , readings must be offered in order to satisfy readers and keep them motivated on the activity.
5. By exposing the readers to written ideas that influence them in getting a vision. In doing so, the writer would be inducing the reader to decide if agree. The ss should be enable to read critically, to be aware of what is in scrutiny.
6. At first glance, one would think about “reading large quantities of material”. But if we talk about extensive reading in a second language, and considering apart the case of being teaching to read it, it seems better to undertake the task with up level students.
7. In some sense as T of MEP one has to deal with a given framework.
The text must contribute properly with the process of learning. In it, the grammar features are according to the student´s level. The topics of the reading are programmed in order to consider moral, social, cultural, age elements, between others.
Also , the reading should be motivating.
The list includes themes like “going to a restaurant”, computers, jobs, cells and things related to technology, behavior , daily routines, etc.
The Program where I´ve been working is been just changed. The exposure´s time is longer. By this way , it could be possible to ask the ss to try to find texts of their own interest.
8. According to my experience , it has become clear, that the tasks, that are easier to work, are those which motivate the ss. The role of socializing helps them to be into a work team. Further more the topics should be according to their feelings, to their nowadays expectations. This would be for up and medium level students.
For the beginners function better short sentences and text of a paragraph. In this last case, themes about daily routines give chance to the ss of being in direct communication.
Hi, guys! Sorry it has taken me so long to reply to this post, but I haven't had an internet connection in a long time. I think your understanding of this first reading was excellent, although I would advise Orlando to review Leonardo's answer to question 2 because he makes the distinction between schematic and systemic knowledge very clear. Orlando, what do you think about Leonardo's idea of bringing authentic texts into the classroom? You talk about allowing Ss to bring in their own texts, so do you think this could work for your teaching context?
ReplyDelete