group 9a sl reading definitivo

Second
Language
Reading:
Teaching
Reading


OUTLINE
1. Reading in a Second Language. Differences
between reading L1 and L2.
2.Type s of skills
Higher-level processing skills Vs. Lower-level
processing skills
3. Skills for an efficient reading
-

Explanation

-

Flexibility

-

Improving reading speed

-

Word attack skills

-

Reading for plain sense

-

Understanding syntax

-

To recognize, interpret and understand

4. Conclusion


Second Language Reading????
- Interest in Second Language Reading has increased
DRAMATICALLY in the last years

WHY?????due

to the increasing recognition that

reading abilities are critical for academic learning, and
that L2 Reading represent the primary way that L2
students can learn on their
Reading is complex and the development of fluent
reading abilities by L2 students is a challenging
undertakinng

Reading Purpose








In academic setting the main purposes for reading are two:
Reading for understanding and Reading to learn
Under both it is possible to say...
Comprehension... occurs when the reader extract and
integrates various information from the text and combines it
with what is already know ( Koda,2005:4)
Reading Require: phonological, morphological, syntactic,
semantic and discourse levels, and also engages in goal
setting, text-summary building, interpretive elaborating from
knowledge resources , monitoring and assessment of goal
achievement, adjusting processing to enhance
comprehension , and repairing comprehension processing as
needed.


Dif ficulties in Reading L2

●L2 readers exhibit the full range of variation that can
be found for L1 readers.
●L2 readers are usually acquiring a complex cognitive

ability that distinct from L1 reading.
●L2 readers do not have the same language resources
and they do not share all the social and cultural
assumption and knowledge bases


Differences between L1 and L2




In some cases the differences are matters of degree; in
other cases there are strong qualitative differences
between the two motivate important research question
and instructional practices.
Mayor differences can be can be categorized according
to three groupings



●Linguistic and processing differences



●Individual and experiential differences



●Socio-cultural and institutional differences

Different in linguistic and Processing Differences








●Differing amount of lexical, grammatical, and
discourse knowledge at beginning stages of L1 and L2
reading.
●Varying differences across any two language and
varying language-transfer influences .
●Interacting influences of working with two languages
●Varying L2 proficiencies as a foundation for L2
reading


Individual and Experiential Differences

 •Differing

levels of L1 reading abilities among the L2 students

•Differing motivation for reading in the L2

•Differing language learning resources for L2 readers

Socio cultural and institutional factors

●Differing socio-cultural background
of L2 readers

•Differing ways to organize discourse and text
in L1 and L2 settings.

•Differing expectation of educational institutions
in L1 and L2 settings


Reading Processing Skills
T WO T YPES





LOWER-LEVEL PROCESSING SKILLS
Word recognition and graphophonic
processes.



Prerequisite for the higher-level skills.



Crucial in reading comprehension.





Or thography is crucial in the process of
word recognition because first language
skills are applied to second language. The
same happens with the phonology, which
plays a very impor tant role when languages
have dif ferent or thographic systems.

formatos del texto del
Syntactic and semantic
esquema
processes.

Segundo nivel del
esquema
More variation of dif ficulty.
− Tercer nivel del
esquema

Cuarto nivel del
There are many taxonomies.
esquema
− Quinto nivel
del esquema
− Sexto nivel

del esquema





HIGHER -LEVEL PROCESSING
Pulse para editar los
SKILLS




Efficient reading
To read obtaining satisfactory results by
using the least effort.
Two criteria: understanding and time.

-Skills for an efficient reading
• Knowing what you want from reading
• Choosing the right material
•Using the text effectively


Flexibility
KEEP IN MIND how much you need to read in order to satisfy
your purpose, ALWAYS.
Helps students to choose which parts ignore and which study
closely.

Some techniques
- Scanning: a fast research in the text for A SPECIFIC PIECE OF
INFORMATION or TO GET AN INITIAL IMPRESSION of whether
the text is SUITABLE FOR their PURPOSE.
- Skimming: a fast research in the text TO DETERMINE ITS GIST
and to know if it is RELEVANT FOR OUR own WORK.
- Making use of all the resources in the text enables you to
OMIT IRRELEVANT sections.


Improving reading speed
Reading involves the mind and
physical activity: vision and the
movement of the eyes. Their
relationship are closely linked .


- Training students for speed reading
• Skim through the text before beginning to obtain an idea of
what it is about.
• Choosing texts for speed practice: As the time needed
depends on its density, students must be trained with an
easier text when the language is familiar. It is really
important not to give them a text when they have lot of
unfamiliar vocabulary.
• The speed expected must be controlled by the teacher and
the students in order to have an idea of the student’s
improvements.
• The reader must have a balance between speed and
comprehension.

• Bad habits which students must prevent are: Subvocalizing
(forming the words you are reading); finger-pointing;
regressive eye movements.
• Teachers can help their student to improve their reading
speed by using a card guide; projected texts and computers .


Word attack skills
The vocabulary problem
The use of a dictionary is natural, comprehensible and
advisable in
some circumstances but its use is not recommendable. The
students interrupt his thinking when he uses it.

Lexical items
A word or group of words with a meaning that needs to be
learnt as
a unitary whole.
Some lexical items consist of more than one word (phrasal
verbs)
and there are identical words have different meanings.


Active, receptive and throwaway vocabulary
- Active words: those that you know well enough to use
yourself.
- Receptive words: those that you recognize but you cannot
use
because you only know how to use it by the context.
- Throwaway words: Those that we can ignore depending on

the context, the student’s level and the reasons for reading.


Learning when to ignore difficult words
The teacher’s responsibility
- to help students to recognize what they do not understand
- locate the sources of difficulty;
-

develop strategies for coping with the difficulty

-

convince their students that ignoring new words is both
acceptable and necessary

-

give them some materials in order to students will be able to
identifying whether a word could be ignored.

What makes words difficult?
Words with several meanings
sub-technical vocabulary superordinate words
idioms
irony
....


Structural clues for word attack skills

- Grammatical function : By looking at the position of a word in a
text, we can establish its grammatical category. There would be
many possible meanings but when they are considered with the
context, the possible meaning turn limited.
-

Morphology: Students need to know which affixes can

combine with the bases and its consequences (changes in
spelling or pronunciation). they also need to know the differences
and definitions of complex words and compounds.
- Interference




Reading for plain
sense

- How to use... bottom-up strategies to interpret
difficult texts.




-This involves getting to grips with the syntax an so on,
making use of top-down insights to weigh up
competing interpretations.

-Finally, you assess its plausibility using top-down means.

Understanding syntax


Identify …the cohesive elements and find out what
each refers to.



Rewrite... the sentence as two or more sentences by
removing co- coordinating conjunctions such as and,
but, or.



Find... the nouns and remove any items following them
which are part of the same noun group.



Search... the text for nominalizations and if necessary
establish what proposition each implies.



Identify... the verbs and use the ‘Who/what does

what?’ technique to find the subject/ object or each.

Recognizing and interpreting
cohesive devices and in
interpreting discourse markers
Interpreting pro-forms.
- Interpreting elliptical expressions.
- Interpreting lexical cohesion.
-

- Markers that signal the sequence of events.
- Markers that signal discourse organization.
- Markers that signal the writer’s point of view.


Understanding discourse
Recognizing functional value
Readers have to recognize value in two distinct
circumstances: when it is signalled by a discourse maker or,
when there is no explicit signal and the value therefore has
to be inferred.

There are three categories associated with three types of
meaning:
1. independent functions
2. text-dependent functions
3. interaction-dependent functions


SUMARY

To sum up we have seen that the process of reading requre all
the techniks and Strategies we have talk about, wich are very
inportant to carry out the process in anefective and sucessful
way


References






Schmitt, N. (Ed.) 2010. An introduction to applied
linguistics.(pp 215-218) Hodder Education.
Hudson,T. (2007). Teaching second language reading.
[pp (78-135), (44-56), (62-72), (248-271]
Heinemann. 2º edition(1993) Teaching Reading Skills
in a Foreign Language.(90-103)