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Teaching Reading

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Teaching Reading

  1. 1. • Interactive integrated-skills approaches to language teaching emphasize the interrelationship of skills.
  2. 2. • Reading ability will best be developed in association with writing, listening, and speaking activity.
  3. 3. • Even inthose courses thatmay be labelled “reading” your goals willbe best achieved by capitalizingon the interrelationshipof skills, especially the reading-writing- connection. • So we focus on reading as a component of general second languageproficiency, but only in the perspective of the whole picture of interactive languageteaching.
  4. 4. 1. Reading:A psycholinguisticguessing game. • This title of Goodman’s (1970) seminal work on reading captures the spirit of the bottom up of the process of decoding meaning from the printed page. • Readers must first recognize a multiplicity of linguistic signals (Letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and use their linguistic data, processing mechanisms, to impose some sort of order on these signals.
  5. 5. • These data-driven processing obviously requires sophisticated knowledge of the language itself. Then the reader selects from among all these information those data that makes some sense, that cohere, that “mean”. Virtually all reading involves a risk-a guessing game. Beacause readers must, through this puzzle-solving process, infer meanings, decide what to retain, and not to retain, an move on.

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