1 / 18

The Language Based Approach

The Language Based Approach. Mainly Taking behaviourists’ view. Pre-teaching vocabulary And grammar Reading short passage to learn grammar. Simplified texts and graded readers ( tomlinson et al., 2001). Critiques in 1970s.

robbin
Télécharger la présentation

The Language Based Approach

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Language Based Approach

  2. Mainly Taking behaviourists’ view • Pre-teaching vocabulary • And grammar • Reading short passage to learn grammar. • Simplified texts and graded readers (tomlinson et al., 2001)

  3. Critiques in 1970s • Understanding the linguistic meaning of a text does not equal understanding of the textual meaning (Goodman, 1976; Schank and Abelson, 1977; Smith, 1978; Hymes, 1979) • Need to use of readers’ prior knowledge.

  4. Strong support for the Language-based approach to reading. • Due to eye movement studies, • Skilful readers use contextual guidance to pre-select the meanings of the words they are going to read. • But meaning is selected while the language is being processed. • The speed of solving the ambiguity of the text gives the impression of the context pre-selecting the meaning.

  5. Bottom-up process (1970s) • Fluent readers read individual words. • Linear and serial from the bottom to top.

  6. Bottom-up & Top-down (1980s-1990) Parallel occurrence of both at the same time (Adams, 1994)

  7. To be fluent readers Vocabulary knowledge

  8. To be fluent readers • Fast and automatic word identification (recognition) • Extensive knowledge of the lexicon; • The ability to attribute the most appropriate meanings to lexical items in relation to their context and co-text.

  9. Current trend: PPP • Teaching grammar and vocabulary, (using written text) (Vocabulary teaching=learning?, pre-select vocabularies will be the one the reader wouldn’t know? Reading style? Make aware of their weakensses? Deprive opportunities for guessing the meaning of unknown words) • Controlled Practice • Do some freer communicative activities (Tomlinson et. Al, 2001)

  10. Aims for L1 reading • Getting information to suit our different purposes at the time of reading • For gaining pleasure and stimuli • For attaining social advancement,

  11. Taking L1 reading aims, in L2 • Delayed reading until have flexible and extensive aural-oral knowledge • Intuitive knowledge of English syntax (Alderson, 1984; Tomlinson, 2000)

  12. So need proto-reading experience • Listening to bedtime stories • Unknown can be inferred, explained either visually or verbally in interaction with a parent or just be ignored until the pre- schoolers’ needs and wants arise.

  13. The language based approach to reading pedagogy seems to hypothesize an Equation between General syntactic ability outside a discourse context (grammar test) and the ability to disambiguate syntactical patterns during reading

More Related