Professional Documents
Culture Documents
What is Reading?
Types of Reading
Purposes for Reading
1. Scanning
2. Skimming
3. Reading for general understanding
4. Reading to learn
5. Reading to integrate information
6. Reading to evaluate critically
7. Reading for pleasure
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 215.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 216.
What is Reading?
L1 Reader Variation
Training
Age
Schooling
Motivation
Socio-economic level
Individual cognition
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 216.
Major Differences in
L1 vs. L2 Reading
1. Key Linguistic and Processing
Differences
2. Key Individual and Experiential
Differences
3. Key Socio-Cultural and Institutional
Factors
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, pp. 217-218.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, pp. 218-228.
Exposure to
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, pp. 218-228.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 219.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 220.
Vocabulary Issues
A. Issues in Vocabulary and L2 Reading
Development
B. How Much L2 Lexis is Needed?
C. The Role of Context in Guessing /
Guessability of Word Meaning in L2
Reading
D. Dictionary Use and L2 Reading
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, pp. 220-222.
Implication 3: Vocabulary
In order for L2 learners to read well, they must ha
ve an adequately sized vocabulary and must be
able to recognize the words in that vocabulary q
uickly and accurately. Guessing from context an
d dictionary use can help in acquiring this vocab
ulary over time, but these skills are not automati
c. Rather, they need to be developed and practi
ced in order to be used effectively in conjunction
with reading.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 222.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 223.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 223.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 223.
Implication 5:
Language Threshold
It seems that a certain level of L2 proficiency is nec
essary before L1 reading strategies and skills can
be utilized effectively in L2 reading. Therefore, L2
reading development must take place in a learnin
g context that also promotes overall L2 language
proficiency, at least for lower-level students.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 224.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 225.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 226.
Implication 8: Meta-Cognition
and Reading Strategies
Better learners actively control their reading and str
ategy use. Fortunately, it seems that these metacognitive skills can be taught, with lower proficien
cy students gaining the most. Therefore, reading i
nstruction should include some training in these
management skills.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 227.
Implication 9:
Extensive Reading
Extensive reading provides many benefits fo
r fluency, comprehension and vocabulary lear
ning. It should be a component of almost any
reading programme.
Carrell, Patricia L. and William Grabe. 2010. Reading. In Norbert Schmitt, editor, An
Introduction to Applied Linguistics, 2nd edition, Chapter 13, pp. 215-231. London:
Hodder Education, p. 228.