8 the english wl

8 The Written Foreign Language.

The Reading-Writing process.

The Written Foreign language ● Approximation, maturing and improvement of the Reading-Writing process ● Reading Comprehension: techniques for global and specific comprehension of texts ● Written expression: from interpretation to production ●

8.1. Introduction ●

●

Importance of practising the four communicative skills Receptive Productive spoken

listening

speaking

written

reading

writing

Taking into account: –

Input goes before output

–

Realistic situations

–

Variety

–

Confident atmosphere

1. gaia

8.2. The Written Foreign Language OL and WL have the same code, but different rules:

●

–

Interlocutor not present in WL. Lack of feedback and we need to reflect on how his impression would be when writing.

–

Planification and revision in WL. Not spontaneous.

–

Lack of paralinguistic elements (gestures...). Representation by punctuation and exclamation marks

–

Interlocutors may not share the same situational context: semantic interferences.

Specific techniques for WL teaching/learning ar needed.

–

Structuralism: reductionism: WL is secondary in FL, graphic transcription.

●

Spend less time writing: difficult to command. More in FL.

●

Need to learn:

●

●

–

Working in paragraphs (natural unit of WL)

–

Organizing and conecting ideas

–

Commanding varied style (lexical and grammatical resources)

–

Fluency is higher than in speaking (because of reflection)

For motivation: WL as a means of communication (e-mails, chats, info online... letters...)

Assure OL before WL in English because of pronunciation and spelling differences.

8.3. Approximation, maturing and improvement of the R-W process 8.3.1. DEFINITION OF LITERACY Literacy: traditional -> the ability to use language Modern -> reading and writing in a adequate level for written communication, enabling to successfully function at certain level of a society (school life, public life, private life, jobs)

The ability to read and write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners. â—?

5 core skills in literacy education: Communication Numeracy

Problem solving

ICT

Working with others

8.3.2. STAGES OF READING DEVELOPMENT Stage 0.

Prereading

From birth to 6

●

●

●

●

Stage 1.

Initial Reading or Decoding

Ages 6-7

●

●

●

Grows control of language: semantic and syntax Increases conceptual knowledge of the world around Relies on visual and contextual information for comprehension (symbolic information) Realized words are made of sounds and pays attention to rhythm and alliteration Becomes aware of letter/sound relationships.

Realizes that letters and their combinations represent sounds.

Decoding phase: relies on the text and focuses on visual information.

●

●

●

● ●

Offer leaner centered activities to experiment with language: link visual aids and text Top-down approach

Extremely important stage Bottom up approach Directed modelling and instruction

GRELLET, F. (1981): Developing Reading Skills, CUP, Cambridge.

Ages 7-8 Stage 2.

Confirmati on and fluency

●

● ● ●

Progress to automatical decoding, so that focus on meaning and comprehension.

Orthographic knowledge Word patterns recognition Fluency reading

●

●

●

●

Stage 3.

Reading for learning

Ages 8-14

Stage 4.

Ages 1418

Stage 5

Age 18 and above

●

●

Reading is a tool for acquiring new knowledge, getting information.

Importance of the word meaning, previous knowledge and strategic knowledge.

Learning from various viewpoints ●

●

●

Selects what to read and what not, depending on his purpose.

Ability to construct knowledge with abstracion and generalization.

Critical reading: building your own truth.

●

●

●

Keep learners in continuous forward movement.

Use many familiar texts Much practice and immersion Emphasis in thewhole language approach Bring previous and strategic knowledge to reading activities.

Practice reading and reading to learn Critical reading

8.3.3. MAIN METHODS FOR TEACHING READING AND WRITING ●

Little consensus among educators about the role

and definition of literacy instruction. Three big groups: –

Synthetic methods: referring to the mental process of combining the detailed elements of the language (sounds, letters, syllables..)

–

Analytic/ Global methods: mental process of breaking down the larger units into their constituent elements.

–

Mixed methods (analytic – synthetic).

NUTTAL, C. (1982): Teaching Reading Skills in a Foreign Language. Heinemann, London.

WILLIAMS, E. (1984): Reading in the Language Classroom. MacMillan, London.

SYNTHETIC LITERACY ALPHABETIC METHOD ANALYTIC LITERACY LOOK AND SAY METHOD LANGUAGE EXPERIENCE THE WHOLELANGUAGE APPROACH COLLABORATIVE STRATEGIC READING

No initial sight vocab, no context.

Emphasis in letter/sound correspondence Letters learned by sound and then combinations Start with whole word-level. Involves lookins at patterns and using the first letter cluster.

When unknown word: breaking down for smaller elements Differs from Analytic in the fact that children learn to recognize word without breaking them down.

Flashcards with related picture often used Based in prior reading konwledge: make a picture, use oral language and teacher will write it down for reading.

Communication based.

Philosophy of trial and error.

Uses practical and authentic language: goes from the whole/ familiar to the specific/unfamiliar.

First teacher modelling and role-playing. Strategies presentation.

Then peer-groups for cooperative reading through roles.

8.3.3.1. Most important ideas for reading in FL ●

Guidelines for students' reading skills –

Silent reading more advantageous at home.

–

Vocabulary has to be taught: 5 words/ day in context.

–

Every month ask to read longer texts: abridged editions. To check comprehension writing diary / tasks; questioning; book's exercises.

–

First times, always reading together: guiding to a purpose.

Children can also choose their stories for recommend.

–

Information search as reading task: interesting topics and focus on the main idea.

–

Use authentic material in EFL classes: supermarket ads, delivery menus...

–

Reading speed techniques.

8.4. Reading comprehension: techniques for global and specific comprehension of texts â—?

Good comprehension / good readers: Are aware of reading a text

Make an overview before reading Associate reading to own knoledge

Read selectively

Figure out meaning from context â—?

3.2.3.

Underline, reread make notes

Make predictions Revise prior knowledge Interpret and evaluate

Main aims for teaching reading comprehension: Obtain a piece of information

Communicate In writing

Read for pleasure

Investigate...

●

●

Reading styles: –

Skimming: identify main ideas, done at speed. Useful for seeking specific information: dates, names, places.

–

Scanning: searching for key words or ideas, concentrating in a particular answer.

Reading Activities: –

Pre-reading exercises: give necessary background information for better comprehension.

–

While-reading exercises: encourage active reading:

summarizing, reacting, questioning, evaluating a text with own experience. Dialogue between students should be encouraged.

–

Post-reading: depend on the purpose of reading. Must check students' comprehension and lead them to deeper analysis. Link author's point of view with own.

8.5. Written expression: from the interpretation to the production of texts METHODOLOGY for teaching Writing ●

3.2.4

Controlled practice: limited usage of words and sentences. Teacher's control and pupil does not choose the language in use.

●

●

Directed practice: based on definitions or descriptions, letters and easy compositions. There is language example (given by the teacher) but can apply others. Less controlled by teacher.

Free practice: letters, compositions or essays. They can choose language structures and vocabulary freely.

Teachers help.

CONTROLLED PRACTISE STAGE

● ● ● ● ●

Scrambled sentences to order logically Word or expression substitution Missing interlocutor dialogue – text Short texts wih alterantive expressions to choose Short letters between classmates telling them to do something interesting

GUIDED OR DIRECTED Expressing ideas with help: how to express by writing.

Functions: apologizing, accepting an offer, denying a request, asking for info to a PRODUCTION STAGE friend or institution... Register: formal / informal expressions. In Primary: cohesion. ● ● ●

● ●

FREE PRODUCTION STAGE

Complete the gaps in a paragraph. (letter with gaps) Link sentences logically Use series of pictures to express their ideas by writing a short essay.

Listen to a short description of an event/situation and take notes.

Use oral instruction to write a short text.

Write a text with minimal help. Express own opinions about a topic.

Preparatory exercises for young learners: ● ●

Read an article in a magazine or newspaper.

Talk orally about and interesting topic

1.3.1.

ASSESSMENT OF WL: GUIDELINES ●

●

Written texts: fix them at appropriate level.

–

Students should not suffer anxiety

–

Need to work different kind of exercises

When prepareing a WL test, take into account:

What kind of test is it?

Analyze results and make changes

List of linguistic items to be covered

Make an useful key for fast correction

Length, layout and format

Decide on marks

Avoid unkown vocabulary

Give example for every exercise

1.3.2

Evaluate different sections according to importance/ time spent

Write questions, Decide on gaps ...

8.6. Contents related to Written Communication Concepts ●

Necessities and common communicative situations . Communicative intentions (greeting, identifying oneself...)

Procedures ●

●

● ●

. Thematic aspects for general usage.

● ● ●

Interest and curiosity for written texts and evaluation

Written comprehension . Global comp. In class, related to interests and needs and easy authentic material with visual aid . Recognition of elements in authentic material . Connect graphy-phonetics in common vocab

Vocabulary and linguistic structures . Communicative intentions

●

●

. Characteristics of the communication event. ●

Written production in determined com. sit.

Attitudes

Written interaction Tranfer from mother tongue Pastimes Reflect on patterns Reflect on sociocultural elements

●

●

●

Recognition and evaluation of WL in FL Appreciation for correction when producing and interpreting Interest in knowing vocab and structures for communication Readiness to overcome difficulties through communicative strategies already acquired in mother tongue.