When reading, we interpret language messages in written or printed form. There is a system of codes which the reader must be able to decode first and then he/she must be able to understand the relationship between the two codes, the source and its translation. There are two activities involved: recognising the words and understanding their meaning.
When we read we usually fix our eyes on a certain point of the text in order to extract the information and then we jump to the next point (generally 7 to 9-character long). Part of the challenge of learning to read in a foreign language is to achieve a rate of reading that is fast and fluent and be able to recognise words automatically.
Whether we read for work, pleasure, interest or to look for information, we often choose what we want to read. In the EFL classroom, the learner is not the one who chooses the text; it may be the teacher or the textbook author. The purpose of the reading is also not determined by the learner. The text becomes a linguistic object (TALO).
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| Source: www.e-central.com |
Reading skills are automatised processes we don't pay much attention to, while reading strategies are actions we deliberately perform to achieve particular goals. We usually skim to get an overview of a text and scan to look for specific information. There are other reading strategies used in EFL, such as guessing word meaning from context or using other sources of information. These three strategies are the most used in textbooks but they are not the only ones. Good readers use multiple strategies in a flexible manner. They can use the structure of the text to facilitate understanding or build interpretations as they read.
It is easier to read a text about a topic we know because reading activates our previous knowledge and this facilitates making inferences about what we read or summarising a text. It also helps us remember the information we have read. Our interpretation of a text often depends on background knowledge and the "schema" we use to organise the information. If a text depends too much on background knowledge, it is more difficult to be used in the EFL class.
The objectives of a reading activity may vary:
In language teaching literature, TALO, TAVI and TASP are well-known acronyms used to describe texts:
When teaching reading there are some essential factors to be considered:
Example of cooperative reading activity from British Council's Teaching English website
Intensive Reading is traditionally structured in three phases:
The first phase often focuses on vocabulary and raises awareness of the text and the topic. It is useful because it can raise the interest of the learner and provide a purpose for reading the text.
The purpose of the second phase is understanding the text. The third phase aims at consolidating and reflecting on what has been read and relating to the learner's opinions and points of view.
What is different in a task-based reading activity?
A jigsaw reading activity can be considered a task-based reading activity.
The objectives of a reading activity may vary:
- learn a language;
- learn to read;
- learn content.
Tasks vary according to the objective.
In language teaching literature, TALO, TAVI and TASP are well-known acronyms used to describe texts:
- TALO = Text As a Linguistic Object. It is used for language work, usually grammar or vocabulary.
- TAVI = Text As Vehicle for Information. In this case the information contained in the text is more important than the language.
- TASP = Text As Springboard for Production. These texts are used as introductory activities to speaking or writing tasks.
The last two types fit well in a communicative approach.
When teaching reading there are some essential factors to be considered:
- texts should be interesting and relevant to learners;
- pre-reading activities could provide learners with a purpose for reading;
- there should be a combination of focus on meaning and focus on form, so that language can be best learnt;
- teachers should pay a close attention to the learners' reaction after reading the text, asking questions immediately;
- teachers should choose texts at a level which is comfortable for the learners to read (max. 15% of new vocabulary?);
- it is advisable to let learners choose from a selected range of texts.
Example of cooperative reading activity from British Council's Teaching English website
Intensive Reading is traditionally structured in three phases:
- pre-reading phase (activities or tasks learners are required to do before reading the text, such as vocabulary brainstorming)
- while-reading phase (activities aimed at making the learner understand the text, such as reading comprehension true/false exercises, multiple-choice exercises or open questions)
- post-reading phase (activities or tasks learners are required to do after reading the text, such as discussions)
The first phase often focuses on vocabulary and raises awareness of the text and the topic. It is useful because it can raise the interest of the learner and provide a purpose for reading the text.
The purpose of the second phase is understanding the text. The third phase aims at consolidating and reflecting on what has been read and relating to the learner's opinions and points of view.
What is different in a task-based reading activity?
A jigsaw reading activity can be considered a task-based reading activity.
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| Source: Teaching English |
Notes and reflections from the MOOC "Teaching ESL/EFL Reading: a Task Based Approach" by University of London - UCL Institute of Education
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