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- 1. Language of Learning and Teaching 1 MODULE (HLLT 021) SEMESTER: 1 2019
- 2. MODULE LECTURER: MR CHIDI M.P
- 3. Module Purpose: • to introduce students to the basic processes of reading
- 4. to guide them on how to use the LLT(language of learning and teaching ) in the classroom situation.
- 6. • UNIT 1: Reading concept and process
- 7. • UNIT 2: Reading models
- 8. • UNIT 3: Reading and comprehension skills
- 9. • UNIT 4: Literal and figurative language
- 10. • UNIT 5: Text analysis, and interpretation and evaluation
- 12. • UNIT 1: READING CONCEPT AND PROCESS
- 13. • Unit Outcome/s: • You are expected to show a clear understanding and knowledge of the concepts used in reading pedagogy,
- 14. • The history and evolution of reading.
- 15. • What constitute the reading process
- 16. - as well as to be able to apply different reading techniques you will learn in the reading process
- 17. • KEY CONCEPTS: • Morpheme: the smallest unit of meaning.
- 18. • Un- -like -ly
- 19. • Syntax defines the rules that govern the structure of sentences (e.g. Subject +Verb + Object = I+ eat+ cake).
- 20. • Semantics involves rules for meaning in words, sentences, narratives, and conversation.
- 21. • Phonological awareness: knowledge of the sound structure of words and being able to articulate those sounds correctly.
- 22. • Decoding: unlocking the code in the written words by mapping phonemes onto letters. • De coding • Encoding rat tar
- 23. • Orthography describes the writing system of symbols (graphemes) of a written language.
- 24. • WRITING SYSTEMS: • The oldest writing system is the Egyptian system of hieroglyphics, where each character stands for an object or concept.
- 25. The characters are basically pictograms, which are stylized/figural representations of the objects they symbolize.
- 27. • The English language uses an alphabet system consisting of 26 letters which are used to represent sounds of spoken language in a left- to- right direction. It is based on morphemes (meanings) and phonemes (sounds).
- 28. • The Chinese use an ideographic system where characters vary in visual complexity depending on the number of strokes that constitute them. • Chinese: 汉语
- 29. • The Japanese writing systems are called the Kanji and the Kana syllabri. The Kanji originated from the Chinese system and uses a character for each concept.
- 31. • The Kana syllabri on the other hand, uses sounds.
- 32. • What writing systems have in common is the fact that they have been created in order to provide a visual representation of language, with the sole exception of Braille.
- 33. • Encoding: the process whereby writers translate ideas into words on the page using a writing system.
- 34. • When readers translate the written words on the page into meaningful ideas, the process is called decoding. • rs
- 35. • It is an inevitable precondition that both writers and readers share the same orthographic system.
- 36. • There is no single universally acceptable definition of reading.
- 37. • There is no best definition
- 38. • 1. Definition of Reading Three dominant views of reading:
- 39. 1.Reading is… a complex activity?
- 40. • Gates (1949) postulated that: “Reading is complex organisation of patterns of higher mental processes… [that]...can and should embrace all types of thinking, evaluating, judging, imagining, reasoning, and problem-solving.”
- 41. 2. Fries (1963) argued that reading can be viewed as quite simple in its anatomy. This perspective led to what became known as the simple view of reading.
- 42. • The simple view of reading
- 43. The simple view of reading argues that reading can be complex but can be divided into two parts of equal importance: decoding and comprehension.
- 44. According to the SVR, reading competence is made up of two factors: Overall reading ability (i.e. the ability to translate written words into oral language + Comprehension (meaning making/meaning construction.
- 45. • The simple view does not reduce reading to mere word recognition, but asserts that reading must include the full set of linguistic (language) skills necessary for comprehension.
- 46. • GHOST
- 47. • Word recognition without linguistic skills would not constitute reading BUT ‘word calling’ or meaningless morphemic segments.
- 48. • The simple view of reading does not attempt to limit reading to linguistic comprehension. Reading= WR+ Linguistic Comprehension.
- 49. Therefore, the simple view of reading does not attempt to limit reading to linguistic comprehension.
- 50. • Reading= WR+ Linguistic Comprehension.
- 51. • Perfetti (1977) proposed the cognitive view of reading: reading consists of comprehension and decoding.
- 52. • Comprehension = ability to understand language (letters-words- sentences-paragraphs-discourses which must be interpreted to construct meaning. •
- 53. • The alphabetic principle: knowing that words are made up of letters which represent sounds of speech. We read by connecting letters with the sounds they represent in speech:
- 54. • This principle means that reading involves what is called phonological recoding, i.e. knowing how to translate letters in printed words into spoken language allows us to read and pronounce correctly/accurately.
- 55. • ‘M’ represents the ‘/mmm/’ sound.
- 56. • Readers also need what is called phonological awareness: ability to recognize sounds in individual words. • Church ur ee • Kerk • kereke
- 57. • The alphabetic principle is critical in reading and understanding meaning of a text.
- 58. • Children learn to use the alphabetic principle fluently and automatically so that they can focus attention on the primary purpose of reading: understanding the meaning of a text.
- 59. • Reading in English is not a simple activity because of the nature of English language: its orthography
- 60. • English church • Afrikaans kerk
- 61. • The psycholinguistic view of reading:
- 62. • Goodman: reading is a psycholinguistic process(“a psycholinguistic guessing game) because it starts with a linguistic surface representation encoded by the writer and ends with meaning that the reader constructs.
- 63. • Inference making= going beyond the given information
- 64. • Visual word recognition refers to the ability to look at a written word and recover its meaning and pronunciation from the sequence of letters that compose it.
- 65. • Goodman believes that it reading consists of an essential interaction between language and thought in reducing uncertainty, always being selective about the use of the cues available and drawing deeply on prior conceptual and linguistic competence.
- 66. • Any reader’s proficiency is variable depending on the semantic background brought by the reader to any given reading task. The writer encodes the thought as language and the reader decodes language to thought.
- 67. • A proficient reader is both efficient and effective in constructing meaning from a text. This meaning can be assimilated or accommodated and bears some level of agreement with the original meaning of the author.
- 69. • HLLT 021
- 70. • APPROACHES TO READING
- 71. • 1.The traditional approach: • “Bottom-Up” approach to reading
- 72. • Reader relies on the printed letters and words to create meaning. • The reader starts at the bottom (from the smallest parts or units of a text) to the largest (top)
- 73. • Reading is a matter of decoding a series of written symbols into their aural (sound) equivalents to get meaning.
- 74. • The traditional or bottom up approach equates reading to a process of decoding written symbols in a linear fashion (sequence)to get the meaning of a text.
- 75. • Bottom up reading involves looking at the individual components of a text in order to understand the text as a whole. These individual elements include:
- 76. • The bottom-up approach treats developing reading skills as a sequential process (one that follows a series of chronologically sequenced steps).
- 77. • Students must first learn the basics of phonics and how to decode words before more complex skills such as reading comprehension can be learnt.
- 78. • Philip Gough(1970) argued that reading is a sequential process, whereby the person reading takes the letters, assembles them into sounds, and those sounds form words and phrases.
- 79. • Letters (this includes recognizing letters and correctly applying phonics)
- 80. • Words (guessing the meaning of unfamiliar words based on context)
- 81. • Grammar (identifying the grammatical role of a word - subject, verb, adjective, etc.)
- 82. • After learning the alphabet, the next step is for students to learn that letters in various combinations produce certain sounds.
- 83. • This relationship is called phonemic awareness. Students have to learn the various phonemes, or letter/sound relationship, in the English language.
- 84. • The Bottom–up approach places the TEXT at the centre of the reading process
- 85. • What about the reader? • What about the context?
- 87. • 2. The Top-Down approach to reading (“The psycholinguistic approach to reading”).
- 88. • Goodman (1967): • “ Reading is a psycholinguistic guessing game”.
- 89. • The top-down approach to reading postulates or theorizes that learners use their knowledge of the world(background knowledge) to understand a text.
- 90. • Efficient reading is a result of skill in selecting the most relevant cues or clues (signals) to produce the right guesses the first time.
- 91. • maze
- 92. • According to the top-down approach: the reader begins by “guessing” the meaning of a text before decoding.
- 93. • The reader follows up the guess by sampling the text for evidence that corroborates the guess.
- 94. • Reading is therefore a reconstruction of meaning rather than decoding.
- 95. • In terms of this view, the READER, not the text, is at the heart of the reading process.
- 96. • The Top-Down approach focuses the spotlight on the increased importance of the reader.
- 97. • Meaning resides within the reader.
- 99. 3. INTERACTIVE APPROACH TO READING
- 101. • It decreases the importance of the text.
- 102. • Reading is not a passive process but an active process which is characterized by interaction between the reader and the text.
- 103. • This approach is eclectic because it combines or integrates elements of both the bottom-up and top-down reading approaches.
- 104. • Grabe(1985): • The reading process is not simply a matter of extracting information from the text.
- 105. • Instead, reading activates a range of knowledge in the reader’s mind which is used to process the information contained in a text through the use of both the bottom-up and top-down processes.
- 106. • In terms of the interactive approach, reading is characterized by interaction between the reader, the text, and • the author
- 107. • The reader combines bottom up and top-down approaches.
- 108. • The reader plays an active role in making predictions and processing information from the text.
- 109. • The reader’s background knowledge is important.
- 110. • Reading can be viewed as an “interactive” process between a reader and a text which leads to automaticity or (reading fluency).
- 111. • Class Discussion: • Which reading approach do you prefer and why?
- 112. • What are the teaching implications of your preferred approach?
- 113. • Inference • Bruner (1974) defines an inference as the process of going beyond the information given.
- 114. • When writers write, they tend to leave information gaps which they assume that the reader will be able to fill by connecting the dots in what is read
- 115. • For Wagener-Wender and Wender (1990:138), an inference is any assertion relating to the text that is directly connected to the representation of the text and that was not given in the text itself.
- 116. • Tennent (2015) defines inference making as a process of filling the gaps in understanding created in written texts.
- 117. • He postulates that these gaps differ according to the type of text due to the fact that some texts create more gaps than others.
- 118. • Consequently, the issue of how readers infer meaning is central to the teaching of reading.
- 119. • Learning Activity: Class Discussion • Which approach captures the reading process more accurately? Substantiate your answer.
- 120. • Can you match one approach to reading approach with a particular definition of reading?
- 121. • What are the teaching implications of your chosen approach?
- 124. • Comprehension is the ability to understand • Why?
- 125. • Readers read to understand texts rather than to demonstrate knowledge of letters, sounds and words.
- 126. • Reading= decoding+ comprehension(understanding)
- 127. • Reading approaches used should facilitate comprehension
- 128. • Bottom-up approach (traditional approach) • Reading letters-words-sentences • Word recognition • Finding meanings of words (vocabulary) • Synonyms • antonyms
- 129. Reading activities: • Reading a text line-by-line • Cloze activities
- 130. Cloze: • Every morning,she would………him thoroughly before sending…….off to pre-school.
- 131. • Bottom up---- good for Decoding • Does not guarantee understanding
- 132. • Readers….may be good at decoding but failing to understand.
- 133. • “Barking at print” • “Chants” “Drills” “ Imitation” • “Parroting”
- 134. • Readers can read and pronounce …fluently and accurately Without understanding
- 135. • Barking at print is NOT reading. • Y?
- 136. • Reading is an active process of meaning construction.
- 138. • Top-Down approach (psycholinguistic/whole language approach)
- 139. Top-Down reading skills: • Read and Re-tell • Prediction of meaning(based on stimuli such as illustration,picture,artefact,introductory paragraph,etcetera).
- 140. • Completing paragraphs or stories collaboratively or individually • Rhymes and riddles • Matching texts with titles • Reading picture storybooks • Newspaper reading
- 141. SQ3R: • Survey • Question • Read • Recite • Review
- 142. • Interactive approach (Eclectic/synthetic approach).
- 143. • Reading is an interactive process characterized by interaction between the reader and the text.
- 144. • Writer……..Text……Reader : centred around meaning (probably the writer’s intended message)= COMMUNICATION
- 145. • Reading is interaction because readers interpret texts using bottom up and top-down reading approaches.
- 146. • Activating background knowledge/schemata (Top-Down) before reading the text using bottom up approaches.
- 147. • To teach reading effectively, teachers should facilitate comprehension through Pre-Reading Activities which activate or arouse background knowledge.
- 148. • Successful reading occurs when readers match schemata with information in the text
- 149. Two forms of schemata: • Knowledge of books • Knowledge of the outside world (real-life): oceans,hills,rivers.birds,cars, sports,cooking,cities)
- 150. Language Experience Approach (LEA): Teachers use real-life experiences as stimuli for reading texts.
- 151. • Extending Concepts through Language Activities (ECOLA): • Readers are helped to increase their schemata (background knowledge) through pictures,illustrations,dramatization (role playing) To ensure that learners have the correct background knowledge before reading
- 152. • A good teacher of reading MUST be a good reader
- 153. • Carrell, P.L; Devine, J and Eskey, D.L. 2000. Interactive Approaches to second Language Reading. CUP: United Kingdom.
- 155. • HLLT 021 22 FEBRUARY 2019
- 156. • SCHEMA THEORY AND READING
- 157. • JEAN PIAGET
- 158. • SCHEMA (SINGULAR)
- 159. • SCHEMATA (PLURAL)
- 160. SCHEMA THEORY: • LINGUISTS,COGNITIVE PSYCHOLOGISTS AND PSYCHOLINGUITS
- 161. • TO UNDERSTAND THE INTERACTION BETWEEN KEY FACTORS AFFECTING THE COMPREHENSION PROCESS
- 162. • SHORT –TERM MEMORY • LONG-TERM MEMORY
- 163. • ASSIMILATION: adding new information to an existing file or unit of knowledge in our brains • Existing file=new file interact to create new file
- 165. • ACCOMMODATION: a process which readers apply when new information does not match their schemata
- 166. • Accommodation is responsible for different interpretations of the same text
- 167. • Graphic organizers: external forms of an internal structure of an idea or concept
- 168. • LONG TERM MEMORY IS ESSENTIAL FOR COMPREHENDING NEW KNOWLEDGE
- 169. • THE SCHEMA THEORY: ALL KNOWLEDGE IS ORGANIZED INTO UNITS OR FILES WHICH ARE STORED IN LONG TERM MEMORY.
- 170. Schema: • Understanding • Provides clues that enable the reader to understand what is read • Allows the reader to read fast • Enhances excellent comprehension
- 171. • Schema theory enables the reader to create mental maps for connecting the past to the present
- 172. • New learning situation calls for interaction between what we already know and what we want to learn
- 173. • We use what we know to interpret what we do not know.
- 174. • Past knowledge is important for future(new) knowledge
- 175. • Activating Prior Knowledge is important in students reading and understanding, because it allows them and helps make connections to the new information.
- 176. • By using what students already know, the teacher assists students to comprehend .
- 177. • Failure to link what is read with prior knowledge makes it difficult to read with comprehension
- 178. • If a text does not relate to sth you already know/have experienced/imagined---it means you have nothing in your long term memory which you can use to interpret such a text.
- 179. • Understanding such a text becomes difficult.
- 180. • If a reader is provided with suitable background knowledge, an alien text becomes comprehensible.
- 181. • Text analysis: a form of hypothesis testing because you start by making a prediction based on your schema and read the text to validate or repudiate the prediction
- 182. • Schema theory concurs that reading is an interactive process: • Head vs page
- 183. • Meaning • Syntax • Semantics • Phonological nature of the text
- 184. • Understanding a text depends on whether we have had that kind of experience before.
- 185. • We link what we are reading with our prior knowledge
- 186. Schema Theory: • Comprehending: learning new concepts,new ideas,new theories and linking these with prior knowledge
- 187. We improve reading comprehension: Enriching /increasing children’s schemata because the richer the schemata,the better the comprehension
- 188. • Assessing students’ prior knowledge through questions can give the teacher an idea of what students already know and what they still need to learn.
- 189. • Appropriate use of background knowledge can help students understand what the text means.
- 190. • Piaget’s schema theory makes activating prior knowledge before reading essential,
- 191. • According to Piaget’s research connecting “old” information to new information enables us better understand the new knowledge.
- 192. • When students read they access their schema to be able to understand the text using their experiences.
- 193. • Applying schema theory to reading comprehension in the classroom: readers (learners) constantly connect their background knowledge to the new knowledge in a text to make sense (construct meaning) of what they are reading (Gunning, 2012).
- 194. • Schema theory emphasizes the importance of pre-reading activities that are aimed at eliciting relevant prior knowledge.
- 195. • The purpose of pre-reading activities that activate students' schemata:
- 196. • To help them make connections of prior knowledge and apply it into the new material(knowledge).
- 197. • Prior knowledge helps students to understand what they are reading.
- 198. • Background knowledge: a person's experiences with the world, with his or her concepts for how written texts work, word identification, print concepts, word meaning, the purpose and structure of texts , students are constantly able to
- 199. • Apply prior learning into the new information: