Written communication: Lesson notes

25/11/2013

WRITTEN COMMUNICATION

  …/…

-Reading what is it?

-Acquiring/learning to read.

-General and specific advantages of reading.

-A good and bad reader.

-Reading aloud is it reading?

-Communicative language activities of reading.

-Assessing reading evaluating and monitoring.

-Post- reading tasks: reading projects.

-Methods in teaching reading in L2.

How do we learn or “acquire” to read?

-Cognitive stage (psycholinguistic) related to listening and speaking: grapho-phonological relationships (it makes difficult to distinguish cognitive-strategies in the process of learning to read)

-Practise/production stage.

Factual language à linguistic acquisition

• Facing
• Repetition
• Pleasure ≠ disgusting
• Mimic
• Imitation
• Needs

Children understand first of all iconographic – phonic language and then they learn graphic – symbolic.

Linguistic Acquisition

It is acquired:

-          facing

-          repetition

-          pleasure and disgusting

-          mimic

-          needs

GENERAL reasons to work reading:

- Get information (to be informed).

- To develop creativeness and imagination.

- To gain experience and knowledge from other people.

- Self-learning

- To encourage “intelligence”

- For acculturization reasons: respect, tolerance...

- For pleasure  

SPECIFIC reasons in L2 to work reading:

-To improve grammar

-To increase vocabulary

-To get rhythm and fluency (reading aloud

-To improve spelling and ortography

-To encourage their writing

-To face new English syntactic structure and modulate it (re-create).

-To get specific information about English culture

-To be able to contextualize morphology in L2.

Reading aloud. Is it reading?

No, it is speaking activity.

Assessing reading

Nuttal(1982) – rules

1. Answers should be induced, deduced and evaluated from/by text
2. To be able to answer students need to read the text
3. Answers should take into account comprehension. NOT memory!
4. Questions not using the “phrases/words” from the text
5. The evaluation questions should be easier than the text itself
6. Facing in reading not writing
7. Variety of texts: maps, dialogic texts, narrative texts...
8. Variety of models of answers: multiple choice, long/short answers...
9. Using limited time (according to each exercise)
10.  Searching a balance between skimming and scanning