阅读教学策略Principles for reading instruction Theory review: transfer of reading strategiesA research topic for L2 reading, whether reading in L2 is a reading problem or a language problem, is the extent to which L2 language proficiency is needed as a support for L2 reading before L1 reading strategies and skills can be used effectively in an L2 context. The linguistic interdependence hypothesis maintained that reading is accomplished only once, and that once readers have matured in their ability to read in their L1, the awareness of the reading process transfers to the L2 and does not need to be relearned. Thus reading in L2 is claimed to share a common underlying proficiency with reading ability in L1.The language threshold or short-circuit hypothesis maintained that some minimal threshold of proficiency in L2 must be attained in order for readers L1 reading skills to transfer to reading in L2 (Cummins, 1979). Main reading strategiesPredicting; (Setting the scene/situation by using title prompts, picture prompts, vocabulary prompts, etc.) Getting the gist (Skimming)Understanding details (Scanning);Transforming information by using Transition Device; Making inferences;Understanding references;Guessing unknown words; Recognising indicators in the discourse;Recognising the organization of the text;Understanding relations between sentences and between paragraphs; Summarizing; Retelling;Q & A;MC exercises;T/F questions; Other strategies Put these cut-up paragraphs back in the correct order 段落排序Find words in the text that mean the same as these文中找同义词Read the text and find the mistakes in these sentences 读课文找句中错误Given headlines to each section of the article写段落标题Put this list of events in the correct order事件排序Write a reply写出应答Discuss the missing last paragraph讨论前文Discuss interpretations of, reactions to, feelings about the text讨论对课文的认识、反应和感受 1. Discriminate among the distinctive graphemes and orthographic patterns of English.2. Retain chunks of language of different lengths in short-term memory.3. Process writing at an efficient rate of speed to suit the purpose.4. Recognize a core of words, and interpret word order patterns and their significance.Micro skills for Reading Comprehension (Brown, 2001)5. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms.6. Recognize that a particular meaning may be expressed in different grammatical forms.7. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.8. Recognize the rhetorical forms of written discourse and their significance for interpretation.9. Recognize the communicative functions of written texts, according to form and purpose.10. Infer context that is not explicit by using background knowledge.11. From events, ideas, etc., described, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.12. Distinguish between literal and implied meanings.13. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.14. Develop and use a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.PredictingGetting the gist (Skimming)Read the 1st passage and tell your neighbor what a dinosaurs is in a simple/short sentence.Read the 2nd passage and tell your neighbor what Walt Disney is.When shall the teacher ask questions ?The questions must go before reading.Understanding details (Scanning)What do we mean by “scanning”?e.g. : Looking at the timetable at the station.Doing information transfer activities using transition devicesInformation Transfer Activities Transition device: A way to transfer information from one form, e.g. the text form, to another, e.g. a visual form. Sophisticated Input (SI) Transition Device (TD) Output (OP) Transition devices can be used to make information in text form effectively processed and retained. Frequently used transitional devices: Pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flow charts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc. Tables Read the following passage and complete the table, which compares the two earthquakes. Time Date Location Number of people killed Damage quake in 1906MorningApril 18thSan FranciscoAbout 700Many buildings were destroyed or burnt.quake in 1989EveningOctober 17thAbout 50 kilometres away from San FranciscoAbout 100A road fell. Old buildings were destroyed. Fires. Power cut.Size?Wings?Food?Where?Harmful?ElephantsBigNo wingsTree leavesNear treesHarmless if they are not attacked.DinosaursCould be as big as ten elephants, and as smail as chickensSome had wings and could fly.Plants, or meateverywhereMany were harmless.Others were harmful.Making judgmentsHighlight the three pieces of information in the text that you think everyone should know:Most important_Second most important_Least important_Making inferences;Understanding references;Guessing unknown words;What does the word mean?Summarizing; Dinosaurs existed long after human beings. They lived in some parts of the world. They were all very big. Some could fly. They were all harmful and dangerous. Retelling:Dinosaursmore than 60 million years before everywherebigsmallflyharmlessharmfuldied outfossils Summarizing and retelling Guessing game1.Im a human being. (who am I?) Im a cartoon character. (who am I?) My name is Snow White.2.Im a human being. (who am I?) Im founder of Disneyland. (who am I?) My name is Walt Disney.3.Im an animal. (who am I?) Im a cartoon character. (who am I?) Im small. Im Mickey Mouse.4.Im an animal. (who am I?) Im a cartoon character. (who am I?) Im Donald Duck.Developing alternative solutionsWith a group, brainstorm three differentsolutions to .s problem.A _B _C _When you brainstorm, everyone contribute ideas. Write down every idea. .Examining reasonsWhy do you think its necessary in this experiment to collect? _How do you think the author says to use? _Why do you think? _Consciousness-raising tasks 1 There is an attempt to isolate a specific linguistic feature for focused attention2 The learners are provided with data that illustrate the targeted feature and they may also be provided with an explicit rule describing or explaining the feature.3 The learners are expected to utilize intellectual effort to understand the targeted feature.4 learners may be optionally required to verbalize a rule describing the grammatical structure. Ellis (1991)