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Скачать Post-reading activities - their role and place in building reading skills бесплатно
Тема: Post-reading activities - their role and place in building reading skills
Тип: Курсовая
Предмет: методика преподавания иностранных языков
Объем: 44 стр.
Год: 2012
Оглавление
Contents Introduction 3 1.Reading skills in teaching foreign language 5 1.1 Importance of reading comprehension in second language learning 5 1.2 Teaching reading skills 9 1.3 Reading strategies 17 1.4 Post-reading Activities 23 2. Practical usage of post-reading activities in teaching reading skills 29 Conclusion 43 References 44
Введение
Introduction
The second language reading process involves the interplay of two language systems. When reading in a second language, readers have access to their first language and often use their first language as a reading strategy. However, Language 1 and Language 2 reading differ in many ways: linguistic and processing differences, cognitive and educational differences, and socio-cultural and institutional differences. The skills required to read science must acquired through reading science. The skills required in writing science can be learned only by writing science. Basic reading and writing instruction can provide children with a rudimentary vocabulary and certain basic skills of literacy, but application to higher levels of processing requires specialized uses. We have long since learned that unless children are taught to apply basic comprehension skills to a variety of subject mutters - and experience guided practice in applying the skills - they will not easily transfer their skills. Instances of ability, say, to apply academic reading skills to life situations have been widely reported. One reason, of course, is that the skills have unique and particular relevance to every discipline. Reading for sequence in a short story, for example, is very different from reading for historical sequence, or reading for sequence in a process article. Direct attention to skill applications in reading (and writing, too) appears to be mandatory and is one reason why content area selections must be introduced in basic reading programs. Restricted only to reading poems, plays, and stories, children can too easily find their competence restricted to literary activity as well. When designing tasks for students, one of the most recommended routines is to design tasks that follow the format of pre-reading activities, while-reading activities and post-reading activities. Tasks of Pre-reading Activities are intended to construct background knowledge. The teacher becomes a bridge builder between what students already know about a concept - schemata - and what they need to know in order to understand a particular text, that is, the interaction between those schemata and the input coming from the text. Pre-reading tasks are intended to prepare the learners for a reading selection, or to give them the first steps in order to develop skills in anticipation and prediction for the reading, activating background knowledge so they could later interact with the text. With these tasks, teachers give students meaningful pieces of information that they would encounter in the reading. The aims of While-reading Activities are to help students to understand the specific content and to perceive the rhetorical structure of the text. With these tasks teachers take the learners through the reading and they interact in the text. Post-reading tasks are intended to verify and expand the knowledge acquired in the reading. These last tasks also lead the learners to discuss and analyze issues presented in the reading. Post-activities are tasks in which learners, after interacting with the reading, reflect, argue and give their points of view. The goal of this work is to show the role of post-reading activities in teaching reading skills. The tasks of the work are: to give the definition of reading process, to ground the importance of reading skills in foreign language learning, to describe different activities while developing reading skills, to give the examples of post-reading activities, which can be used on lessons. The object of the research is teaching reading skills. The subject is post-reading activities in forming reading skills. The hypothesis of the research states the importance of post-reading activities in reading comprehension leading to better results of foreign language learning.
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Фрагмент работы
1.4 Post-reading Activities Students can acquire confidence and flair with language if allowed to explain where their opinions originated. Leiland Roloff in his book [29, p.26] did not have the class Reader in mind, but the recommendations he makes about teaching literature are highly appropriate: The language of literature . . . should enable a student to enter inner worlds which become real to the perceiver. Students should be able to enter the 'inner worlds' without the traditional teaching method of comprehension checks. Instead they could be more actively engaged in negotiation for potential meaning, both individually and with other students. Interest in the activity can sustain interest in the text or be fuelled by interest in the text. The activities in this section are generated by the text and extend its potential for meaningful language work. The tasks cannot be performed without the text, that is, they cannot replace the text. Frequently, they involve the students in detailed revision and scrutiny of the author's words, but at all times there is a valid reason for the student to do so, and the various skills being practiced and developed in each activity will increase understanding and subsequently pleasure in future Readers.
