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The Language Based Approach

The Language Based Approach. Mainly Taking behaviourists’ view. Pre-teaching vocabulary And grammar Reading short passage to learn grammar. Simplified texts and graded readers ( tomlinson et al., 2001). Critiques in 1970s.

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The Language Based Approach

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  1. The Language Based Approach

  2. Mainly Taking behaviourists’ view • Pre-teaching vocabulary • And grammar • Reading short passage to learn grammar. • Simplified texts and graded readers (tomlinson et al., 2001)

  3. Critiques in 1970s • Understanding the linguistic meaning of a text does not equal understanding of the textual meaning (Goodman, 1976; Schank and Abelson, 1977; Smith, 1978; Hymes, 1979) • Need to use of readers’ prior knowledge.

  4. Strong support for the Language-based approach to reading. • Due to eye movement studies, • Skilful readers use contextual guidance to pre-select the meanings of the words they are going to read. • But meaning is selected while the language is being processed. • The speed of solving the ambiguity of the text gives the impression of the context pre-selecting the meaning.

  5. Bottom-up process (1970s) • Fluent readers read individual words. • Linear and serial from the bottom to top.

  6. Bottom-up & Top-down (1980s-1990) Parallel occurrence of both at the same time (Adams, 1994)

  7. To be fluent readers Vocabulary knowledge

  8. To be fluent readers • Fast and automatic word identification (recognition) • Extensive knowledge of the lexicon; • The ability to attribute the most appropriate meanings to lexical items in relation to their context and co-text.

  9. Current trend: PPP • Teaching grammar and vocabulary, (using written text) (Vocabulary teaching=learning?, pre-select vocabularies will be the one the reader wouldn’t know? Reading style? Make aware of their weakensses? Deprive opportunities for guessing the meaning of unknown words) • Controlled Practice • Do some freer communicative activities (Tomlinson et. Al, 2001)

  10. Aims for L1 reading • Getting information to suit our different purposes at the time of reading • For gaining pleasure and stimuli • For attaining social advancement,

  11. Taking L1 reading aims, in L2 • Delayed reading until have flexible and extensive aural-oral knowledge • Intuitive knowledge of English syntax (Alderson, 1984; Tomlinson, 2000)

  12. So need proto-reading experience • Listening to bedtime stories • Unknown can be inferred, explained either visually or verbally in interaction with a parent or just be ignored until the pre- schoolers’ needs and wants arise.

  13. The language based approach to reading pedagogy seems to hypothesize an Equation between General syntactic ability outside a discourse context (grammar test) and the ability to disambiguate syntactical patterns during reading

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