READING LINGUISTIC AND PROCESSINGCH13.pptx

FONETICA

1. - We read for many purposes and vary the cognitive processes and knowledge resources . - We can’t identify one purpose as the only way to interpret ‘Reading’. Examples : Reading a manual. Reading a newspaper . Reading to learn new information . WHAT IS READING?

2. Labels for purposes: Scanning Reading for understanding R e ading to learn -skimming -reading to integrate information -reading to evaluate critically 01 02 03 etc

3. Reading in a Second Language Complexities : L2 readers acquire a cognitive ability distinct from L1 Reading. L2 readers don’t have the same lg resources as L1 readers at the beginning of learning .

4. L2 Reading vs L1 R eading Linguistic and processing differences Individual and experimental differences Socio-cultural and institutional differences

5. Linguistic and processing differences 1) Differing amounts of lexical, grammatical , and discourse knowledge at the beginning stages of L1 and L2 Reading 2) Varying linguistic differences across any two languages and varying language-transfer influences 3) Interacting influences of working with two languages . 4) Varying L2 proficiencies as a foundation for L2 reading

6. Individual and experimental differences 5) Differing levels of L2 Reading abilities among the L2 students 6) Differing amounts of exposure to L2 print 7) Differing motivations for reading in the L2 8) Differing kinds of text in L2 settings 9) Differing lg learning resources for L2 readers . Socio-cultual and institutional differences 10) Differing socio-cultural background for L2 readers . 11) Differing ways to organize discourse in L1 and L2 settings 12) Differing expectations of educational institutions in L1 and L2 settings .

7. Issues in L2 Reading Word Recognition and automaticity -Major factor and it’s affected by the amount of L2 orthographic processing expierence. -If the second lg is weaker than the L1 and reading is slower in the second lg, word recognition is less automatic. -Practice on word recognition tasks L2 Word R e cognition and Difference across L1s Orthograpic Depth Hypothesis

8. VOCABULARY The number of words needed The role of context in L2 vocabulary The role of dictionary The way L2 learners go about the task of acquiring vocabulary in the L2. Etc Issues in Vocabulary and L2 Reading development .

9. How much L2 lexis is needed? Laufer (1989) 95% level of text coverage N a tion (2006) 98% necessary Hazenberg & Hulstijn (1996) Minimal size : 10,000 base words .

10. Dictionary Use and L2 Reading - May not be facilitative - Possibly unnecessary - Innefective Students need to have a big sized vocabulary and be able to recognize the words Guessing from context and dictionary use can help Reading Rate Fluent readers reat at rates btw 200 wpm and 300wpm. Develops across age and grade levels . It is posible to help students improve their Reading rate .

11. Implications of L2 research for Instruction Based on the research reported in this chapter, here are ten implications for L2 reading instruction: