Professional Documents
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Contents: 1. 2. 3. 4. 5. 6. Four stages in reading Areas of concern in the selection of texts Role of texts in the L2 classroom Simplified vs. authentic texts Channel conversion Implications for L2 teachers
Reading readiness
Early reading
Develop-mental reading
Mature reading
Select texts to promote reading - learners develop language awareness through reading;
Select texts that can develop reading strategies;
Wide access to meaningful written language is effective in reinforcing English structures as well as learning new ones (Elley,1984);
To motivate L2 learners to read widely in the L2, the overall content of the selected text is more important than the linguistic features contained in the text.
Therefore, select texts that are inherently motivating something about the content that makes learners interested to read;
E.g. in narratives that can stimulate readers schema;
Source: Wallace, 2003
.
Many, many years ago there was a very rich landlord who owned a lot of land and houses.
.
Source: Wallace, 2003
- excludes unnecessary & distracting, idiosyncratic styles without suffering a loss of valuable communication features & concepts (Allen & Widdowson 1979), and - contains increased redundancy & amplified explanation (Kuo 1993).
Source: Crossley & McNamara, 2008
Thus, denying learners the opportunity to learn natural forms of language (Long & Ross 1993).
genuine communicative acts - written or spoken language between native speakers (Meinhof, 1987); Authenticity is not a characteristic of the text in itself - the text can only be truly authentic in the context for which it was originally written (Hutchinson & Waters, 1987); Authenticity does not lie in the materials but is created by the readers response congruence between the writers intention & readers interpretation(Widdowson,1979).
- students learn how to relate these forms to the verbal texts they accompany.
Source: Chitravelu et al., 2005
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