lecture 8 reading materials

Reading Reading MaterialsMaterials

Week 8

Contents:Contents:

1.1.Four stages in readingFour stages in reading2.2.Areas of concern in the selection of textsAreas of concern in the selection of texts3.3.Role of texts in the L2 classroomRole of texts in the L2 classroom4.4.Simplified vs. authentic textsSimplified vs. authentic texts5.5.Channel conversionChannel conversion6.6.Implications for L2 teachersImplications for L2 teachers

Reading Materials – Stages in Reading

In general, there are 4 stages in reading:In general, there are 4 stages in reading:

Source: Chitravelu et al., 2005

Learning to readLearning to read Reading to learnReading to learn

Major areas of concern in the selection of texts:Major areas of concern in the selection of texts:

1.1.Balance,Balance,

2.2.Suitability of language,Suitability of language,

3.3.Concepts in the text,Concepts in the text,

4.4.Level of reasoning required,Level of reasoning required,

5.5.Content, andContent, and

6.6.Pedagogic suitability.Pedagogic suitability.


Reading Materials – Selection of Texts

Teacher need to skillfully exploit texts to help Teacher need to skillfully exploit texts to help students acquire new reading skills or become students acquire new reading skills or become fluent in using the skills:fluent in using the skills:

Learning Learning to read to read stagestage

- Outcome of reading is to acquire the skills Outcome of reading is to acquire the skills required when reading to learn;required when reading to learn;

- Texts should contain pedagogic as well as real Texts should contain pedagogic as well as real reading purposes.reading purposes.

Reading Materials - Selection of Texts


Reading Reading to learn to learn stagestage

- Students tend to read slowly in order to Students tend to read slowly in order to understand & remember what they have read;understand & remember what they have read;

- Texts should be information-rich;Texts should be information-rich;

- Students read text to learn from the content; Students read text to learn from the content;

- Outcome of reading is to gain knowledge.Outcome of reading is to gain knowledge.


Reading Materials - Selection of Texts

Role of text in the L2 classroom:Role of text in the L2 classroom:

1.1.Text as a vehicle for teaching language structure Text as a vehicle for teaching language structure & vocabulary;& vocabulary;

2.2.Texts which teach language through reading;Texts which teach language through reading;

3.3.Texts which offer high-interest content.Texts which offer high-interest content.

Reading Materials – Role of Texts

Source: Wallace, 2003

1.1. Text as a vehicle for teaching language Text as a vehicle for teaching language structure & vocabularystructure & vocabulary

Language-focused texts;Language-focused texts;

Reading solely to learn a language – not for Reading solely to learn a language – not for information or interest (Williams, 1984);information or interest (Williams, 1984);

““Usage” rather than “use” (Widdowson, 1978);Usage” rather than “use” (Widdowson, 1978);

Lack of communicative function as texts aim at Lack of communicative function as texts aim at reinforcing sentence patterns;reinforcing sentence patterns;

Text-focused activities – focus on sentence Text-focused activities – focus on sentence patterns text & to highlight cohesive features;patterns text & to highlight cohesive features;



2.2. Texts which teach language through readingTexts which teach language through reading

Select texts to promote reading - learners Select texts to promote reading - learners develop language awareness through reading;develop language awareness through reading;

Select texts that can develop reading Select texts that can develop reading strategies;strategies;

Wide access to meaningful written language is Wide access to meaningful written language is effective in reinforcing English structures as effective in reinforcing English structures as well as learning new ones (Elley,1984);well as learning new ones (Elley,1984);

To motivate L2 learners to read widely in the To motivate L2 learners to read widely in the L2, the overall content of the selected text is L2, the overall content of the selected text is more important than the linguistic features more important than the linguistic features contained in the text.contained in the text.



3.3. Texts which offer high-interest contentTexts which offer high-interest content

Text must be interesting for the learner to read;Text must be interesting for the learner to read; However, difficult to address the issue of However, difficult to address the issue of

interest (individual differences and interest (individual differences and preferences);preferences);

Therefore, select texts that are inherently Therefore, select texts that are inherently motivating – something about the content that motivating – something about the content that makes learners interested to read;makes learners interested to read;

E.g. in narratives that can stimulate readers’ E.g. in narratives that can stimulate readers’ schema;schema;



ActivityActivityWhich opening lines might be of the greatestWhich opening lines might be of the greatestgeneral interest to secondary level students?general interest to secondary level students?……………………………………………………………………………………………………………………………………..Joanne works for the Lincoln Company. There are two shifts Joanne works for the Lincoln Company. There are two shifts

ininthe Lincoln Company, a day shift and a night shift. Joannethe Lincoln Company, a day shift and a night shift. Joanneworks the day shift. Her schedule is Tuesday through works the day shift. Her schedule is Tuesday through

SaturdaySaturdayfrom 8 o’clock to 5 pm. Her lunch time is 12.00 noon to1.00 from 8 o’clock to 5 pm. Her lunch time is 12.00 noon to1.00

pm.pm.

……………………………………………………………………………………………………………………………………..Many, many years ago there was a very rich landlord whoMany, many years ago there was a very rich landlord whoowned a lot of land and houses.owned a lot of land and houses.

……………………………………………………………………………………………………………………………………..



Activity - DiscussionActivity - Discussion Both texts are linguistically simple;Both texts are linguistically simple;

However, something about the content in T2 However, something about the content in T2 make students more interested in reading;make students more interested in reading;

Why? T2 begins with a recognizable kind of Why? T2 begins with a recognizable kind of narrative and students engage with the text by narrative and students engage with the text by activating a relevant schema;activating a relevant schema;

T1 is not what we perceive as a “story”, events T1 is not what we perceive as a “story”, events are unexceptional.are unexceptional.



Texts are Texts are simplifiedsimplified for L2 learners for easy for L2 learners for easycomprehension and to help prepare them for comprehension and to help prepare them for

moremoreadvanced, authentic text (Young 1999);advanced, authentic text (Young 1999);

Advantages of Advantages of simplified textssimplified texts::

- excludes unnecessary & distracting,- excludes unnecessary & distracting,idiosyncratic styles without suffering a loss ofidiosyncratic styles without suffering a loss ofvaluable communication features & conceptsvaluable communication features & concepts(Allen & Widdowson 1979), and(Allen & Widdowson 1979), and

- contains increased redundancy & amplified - contains increased redundancy & amplified explanation (Kuo 1993).explanation (Kuo 1993).

Reading Materials - Simplified TextsSimplified Texts

Source: Crossley & McNamara, 2008

However, However, simplified texts simplified texts contain simplified &contain simplified &frequent forms;frequent forms;

Widely criticized for removing authentic Widely criticized for removing authentic language,language,

Thus, denying learners the opportunity to learnThus, denying learners the opportunity to learnnatural forms of language (Long & Ross 1993).natural forms of language (Long & Ross 1993).

Reading Materials - Simplified TextsSimplified Texts


Definitions of Authenticity:Definitions of Authenticity:

““genuine communicative actsgenuine communicative acts” - written or ” - written or spoken language between native speakers spoken language between native speakers (Meinhof, 1987);(Meinhof, 1987);

Authenticity is not a characteristic of the text Authenticity is not a characteristic of the text in itself - the text can only be truly in itself - the text can only be truly authentic in authentic in the contextthe context for which it was originally written for which it was originally written (Hutchinson & Waters, 1987);(Hutchinson & Waters, 1987);

Authenticity does not lie in the materials but is Authenticity does not lie in the materials but is created by the reader’s response – created by the reader’s response – congruence congruence between the writer’s intention & reader’sbetween the writer’s intention & reader’sinterpretationinterpretation(Widdowson,1979).(Widdowson,1979).

Reading Materials - Authentic TextsAuthentic Texts

Authentic text Authentic text written to fulfill a social purpose for nativewritten to fulfill a social purpose for native

speakers within a language community (Lee, speakers within a language community (Lee, 1995)1995)

Advantages:Advantages: introduces students to natural & contextualized introduces students to natural & contextualized

languagelanguage Use of authentic linguistic features (e.g. cohesive Use of authentic linguistic features (e.g. cohesive

devices) – development of reading devices) – development of reading comprehension skills & information processing comprehension skills & information processing skills,skills,

contain natural lexical redundancy – aids in contain natural lexical redundancy – aids in reconstructing text & understanding unfamiliar reconstructing text & understanding unfamiliar lexicon.lexicon.

Reading Materials - Authentic TextsAuthentic Texts


SimplifiedSimplified Vs. Vs. AuthenticAuthentic text? text? Authentic text Authentic text is assumed to provide more is assumed to provide more

natural language and more naturally occurring natural language and more naturally occurring cohesion than simplified text;cohesion than simplified text;

Simplified text Simplified text is criticized as creating discourse is criticized as creating discourse that is unnatural and serves to reduce helpful that is unnatural and serves to reduce helpful redundancy, thus increasing text readability;redundancy, thus increasing text readability;

Simplified textSimplified text, however, is thought to benefit L2 , however, is thought to benefit L2 learners because it is lexically, syntactically, and learners because it is lexically, syntactically, and rhetorically less difficult than authentic text.rhetorically less difficult than authentic text.

Reading Materials - Simplified vs. Authentic


Readers from a different sociocultural background may find the meaning of a simple text difficult to comprehend. This is due to the lack of familiarity with culture-specific features of the discourses in the text (Wallace, 2003).

Explore critically the discourse in minimal texts such as the following advertisement. In what way are the discourses in it culture-specific?

Activity – Authentic Texts

TITLE: "Sucky Vacations"BRAND: San DiegoAGENCY: NYCA

Message written to young parents who are considering where to take their children for a holiday;

Message makes assumptions that are culture specific, e.g.:

- Parents are expected to take their children on family vacations;

- The vacations are normally related to having fun at the beach;

- Refer to a particular sociocultural practice – parents are sent to retirement homes when they get older.

Discussion – Authentic Texts

Channel ConversionChannel Conversion Information transfer;Information transfer;

Information expressed in one medium, is Information expressed in one medium, is converted into another medium;converted into another medium;

E.g. from words to graphics, materials, actions, E.g. from words to graphics, materials, actions, etc.etc.

Reading Materials – Channel Conversion


Channel Conversion (Cont’d)Channel Conversion (Cont’d) Why it is important?Why it is important?

Whenever the receptive skill is higher than Whenever the receptive skill is higher than the productive skill, we might use non-verbal the productive skill, we might use non-verbal responses;responses;

Some information is better presented using Some information is better presented using tables, graphs, etc.;tables, graphs, etc.;

Sometimes, information in graphs, diagrams, Sometimes, information in graphs, diagrams, etc. is easier to remember;etc. is easier to remember;



Channel Conversion (Cont’d)Channel Conversion (Cont’d) Why it is important?Why it is important?

Since many texts/textbooks include charts, Since many texts/textbooks include charts, graphs, etc. , it is important to teach students graphs, etc. , it is important to teach students how to interpret them:how to interpret them:

- students learn how to make sense of the - students learn how to make sense of the forms & the special way of presenting forms & the special way of presenting information;information;

- students learn how to relate these forms to - students learn how to relate these forms to the verbal texts they accompany.the verbal texts they accompany.



Channel Conversion (Cont’d)Channel Conversion (Cont’d) Commonly-used graphics in channel conversionCommonly-used graphics in channel conversion

1.1. MapsMaps – – see relationships involving physical locationsee relationships involving physical location



http://www.answers.com/main/Record2?a=NR&url=http%3A%2F%2Fcommons.wikimedia.org%2Fwiki%2FImage%3AAround%2520the%2520World%2520in%2520Eighty%2520Days%2520map.png

Channel Conversion (Cont’d)Channel Conversion (Cont’d)2.2. Floor plans Floor plans

- - see relationships involving physical locationsee relationships involving physical location



Channel Conversion (Cont’d)Channel Conversion (Cont’d)3.3. Bus/train schedule Bus/train schedule

– – gather information from schedules & how gather information from schedules & how best best to use themto use them



Channel Conversion (Cont’d)Channel Conversion (Cont’d)4.4. Pictures/diagrams Pictures/diagrams

– – form mental picture using information from form mental picture using information from the the texttext


FLIG HT DE CK

P LAY LO AD BAY DOORS

MAINE NG INE

P LAY LOAD BAY


Channel Conversion (Cont’d)Channel Conversion (Cont’d)5.5. Graphs/pie-charts/etc. Graphs/pie-charts/etc.

– – present trends, relationship of parts to whole, present trends, relationship of parts to whole, information that is too complex to understand information that is too complex to understand without the relationship being shown in without the relationship being shown in

written written forms & hierarchical information.forms & hierarchical information.



Channel Conversion (Cont’d)Channel Conversion (Cont’d)6.6. Time-lines & flow-charts Time-lines & flow-charts

– – follow sequence of eventsfollow sequence of events

Reading Materials



Implications for L2 teachers:Implications for L2 teachers:

Reading Materials - Conclusion

Need to be aware of criteria involving the Need to be aware of criteria involving the preparation & selection of material for teaching preparation & selection of material for teaching reading;reading;

Need to expose learners to authentic materials at Need to expose learners to authentic materials at earlier stage;earlier stage;

Need to make reading lessons more enjoyable by Need to make reading lessons more enjoyable by introducing texts that are of interest to the introducing texts that are of interest to the learners;learners;

Authentic reading is interactive – teachers need to Authentic reading is interactive – teachers need to facilitate interactions between readers and texts facilitate interactions between readers and texts in the classroom.in the classroom.

lecture 8 reading materials

Economy & Finance