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Reading presentation
Language and written
expresión IVTeacher: Stella Saubidet
Members of the group: Florencia Amaya, Milena Fiordilino, Paola
Santantonio, Paula Santillan, Belén Casanova and Liliana Núñez.
College: ISFD N°41.
DIFFICULTIES ENCOUNTERED BY
READERS WHILE READING
GLOBAL PROCESSING DIFFICULTIES
MAIN GLOBAL PROCESSING
DIFFICULTIES
1) The reader´s view of the world and the view that seems
be presented in the context.
2) The interaction between old and new information.
3) Too much reliance on text-based features via bottom-up
processing resulting in text boundariess.
4) Too much reliance on knowledge based processing thereby
allowing inappropriate schemata and irrelevant extratextual
knowledge to interfere with proper text interpretation.
1) THERE IS A MISMATCH BETWEEN THE
READER´S VIEW OF THE WORLD AND THE VIEW
THAT SEEMS TO BE PRESENTED IN THE TEXT
WHEN THERE
IS NO SUCH
MISMATCH :
The interaction
between plausibility
and context works
well in advancing
the interpretation
of the text
WHEN A
MISMATCH
OCCURS:
It greatly interferes
with comprehension
and demonstrates the
disadvantages of
relying too heavily on
top-down processing
Since at intratextual
level of processing
there needs to be
interaction between
GLOBAL
COHERENCE
AND LOCAL
COHERENCE
The reader has to connect
his/her existing schema with a
new view of the world as
presented by the writer and
thus create coherence both at
THE GLOBAL LEVEL AND
THE PARAGRAPH LEVEL.
THE SECOND SOURCE OF
DIFFICULTY MIGHT BE:
OLD
INFORMATION
NEW
INFORMATION
The writer assumes that the
reader has some basic
knowledge about the topic of
the text, without such
background knowledge they
could not make sense of the
writer´s particular message
The reader must employ linguistic
knowledge that grammatically
signals such distinctions for
example: refrence markers, the
sequence of tenses, the
article system.
- Linguistic competence is
necessary in order for a reader to
successfully recognize the internal
connections within the text and
be able to relate old to new
information.
General
knowledge of the
world is
necessary in
order to connect
one´s
background
knowledge to the
new ideas
presented in a
written text.
Two types of
difficulties that learners may
encounter when reading:
Toon much reliance on
text-based features via
bottom-up processing
resulting in text
boundedness: In this case
the reader gets bogged
down by linguistic
complexity and miss the
main point made in a
paragraph or a whole text.
To much reliance on knowledge-
based processing, thereby allowing
inappropiate schemata and irrelevant
extratextual knowledge to interfere
with proper text interpretation: In
this case the reader ignores some of
the information or ideas presented in
the text because of adhering rigidly to
preconceived expectations that may
not in fact materialize.
BIBLIOGRAPHY:
- Celce- Murcia, M; & Olshtain, E.(2000). A guide for Language Teachers: Discourse and
Context in Language Teaching.

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Reading presentation 1

  • 1. Reading presentation Language and written expresión IVTeacher: Stella Saubidet Members of the group: Florencia Amaya, Milena Fiordilino, Paola Santantonio, Paula Santillan, Belén Casanova and Liliana Núñez. College: ISFD N°41.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15. DIFFICULTIES ENCOUNTERED BY READERS WHILE READING GLOBAL PROCESSING DIFFICULTIES
  • 16. MAIN GLOBAL PROCESSING DIFFICULTIES 1) The reader´s view of the world and the view that seems be presented in the context. 2) The interaction between old and new information. 3) Too much reliance on text-based features via bottom-up processing resulting in text boundariess. 4) Too much reliance on knowledge based processing thereby allowing inappropriate schemata and irrelevant extratextual knowledge to interfere with proper text interpretation.
  • 17. 1) THERE IS A MISMATCH BETWEEN THE READER´S VIEW OF THE WORLD AND THE VIEW THAT SEEMS TO BE PRESENTED IN THE TEXT WHEN THERE IS NO SUCH MISMATCH : The interaction between plausibility and context works well in advancing the interpretation of the text WHEN A MISMATCH OCCURS: It greatly interferes with comprehension and demonstrates the disadvantages of relying too heavily on top-down processing Since at intratextual level of processing there needs to be interaction between GLOBAL COHERENCE AND LOCAL COHERENCE The reader has to connect his/her existing schema with a new view of the world as presented by the writer and thus create coherence both at THE GLOBAL LEVEL AND THE PARAGRAPH LEVEL.
  • 18. THE SECOND SOURCE OF DIFFICULTY MIGHT BE: OLD INFORMATION NEW INFORMATION The writer assumes that the reader has some basic knowledge about the topic of the text, without such background knowledge they could not make sense of the writer´s particular message The reader must employ linguistic knowledge that grammatically signals such distinctions for example: refrence markers, the sequence of tenses, the article system. - Linguistic competence is necessary in order for a reader to successfully recognize the internal connections within the text and be able to relate old to new information. General knowledge of the world is necessary in order to connect one´s background knowledge to the new ideas presented in a written text.
  • 19. Two types of difficulties that learners may encounter when reading: Toon much reliance on text-based features via bottom-up processing resulting in text boundedness: In this case the reader gets bogged down by linguistic complexity and miss the main point made in a paragraph or a whole text. To much reliance on knowledge- based processing, thereby allowing inappropiate schemata and irrelevant extratextual knowledge to interfere with proper text interpretation: In this case the reader ignores some of the information or ideas presented in the text because of adhering rigidly to preconceived expectations that may not in fact materialize.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25. BIBLIOGRAPHY: - Celce- Murcia, M; & Olshtain, E.(2000). A guide for Language Teachers: Discourse and Context in Language Teaching.