2. isdefinedfrom a cognitive and behaviouralperspective. Bottom-up / Top – downprocessing. TheInteractiveModelisunderstood as a mixture of featuresfrombothapproachesorientedtowardsdevelopingeffectivereadingstrategies. TheInteractionistApproach
3. Habitformation / Stimulus – response Languageconceived as a ‘response systemthathumansacquirethroughautomaticconditioningprocesses’ (Omaggio 1993, 46) ‘Reading is a linear processbywhichreadersdecode a textwordbyword‘ (Gray and Rogers 1956) Recognising and Recalling Bottom –up
4. Ausubel’sMeaningfulLearning (1968) “New informationispresented in a relevantcontext and isrelatedtowhat a learneralreadyknows, therebybeingeasilyintegratedintoone’sexistingcognitivestructure” (Omaggio 1993, 58) Reading isconceived as a “dialogue betweenthereader and thetext” (Grabe 1988, 56) TheSchemaTheory Top - down
5. Comprehensionisdescribed as “activatingorconstructing a schemathatprovides a coherentexplanation of objects and eventsmentioned in a discourse” (Anderson 1994, 473) Formal Schemata (alsoknown as genrestructure) variesfromonetexttoanother. Havingknowledgeonthesedifferencesboostsreaders’ comprehension and enhancesinteraction. SchemaTheory
6. Interactionbetween top-down and bottom-up processing in theconstruction of themeaning of a text. As bottom-up processingbecomes more automatic, higher-levelskillsbecomeeasier. Extensive Reading DiscourseKnowledge InteractiveModel
7. DiscourseComprehensionisunderstood as a strategic mental representationwherewe use bothinternal and externalinformation so as toconstructmeaning . VanDijk and Kintsch’sStrategicModel
8. Schmidt argues that learning cannot take place without what he calls noticing –the process of attending consciously to linguistic features of the text. There are a number of general strategies which learnes use to extract and segment linguistic information from the text they read. The role of consciousness
9. From a social cognitive perspective, learning and motivation are linked by a sense of personal agency about possessing the requisite cognitive and behavioral processes (means) to achieve desired environmental outcomes (or ends). When interacting with the literary text is it important to help the student to develop this self-regulation.
10. Triadicforms of self-regulation Strategy use Feedback loop Behavioral Self-regulation Covert Self- regulation Environmental Self-regulation
11. To optimally self-regulate their intellectual functioning, students must not only select cognitive strategies and metacognitively monitor their use, these students need to feel self—efficacious about succeeding, set effective goals for themselves, choose or create advantageous environments, optimize covert affective states, and systematically self-evaluate their behavioral effectiveness. (Zimmerman and Schunk, 2006) Self-efficacy
12. A second language learner is part of the interlanguage continum. L1 L2 continum The second language reader
13. is a competent speaker of the language out of which the text is built up. is in full possession of knowledge of lexical sets, collocation, probabilities and idioms. has literary competence. observes his own reaction during the process of actualization, in order to control them. Theinformedreaderissomeonewho
14. YunDay, D & Stenberg, R 2004. Motivation, Emotion, and Cognition. Lawrence ErlboundAssociates, New Jersey. Iser, Wolfgang 1984. TheAct of Reading: A Theory of Aesthetic Response. Baltimore, Maryland. Bibliography
