ERIC Number: ED224327
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Teaching EFL Students to Extract Structural Information from Abstracts.
The benefits for students of English as a second language of reading abstracts are considered, and the functions and types of abstracts are reviewed. In addition, the results of a survey of Ben Gurion University (Israel) lecturers regarding their reading habits and use of abstracts are briefly addressed. It is suggested that when abstracts are reproduced together with the article, they can be used in the classroom as advanced organizers. For the abstract that follows the structure of the article exactly, two types of activities may be undertaken: asking the student to find and outline the corresponding sections in the article, and forcing the student to read between the subtitles. An example of how to break down the structure of an abstract and relate it to the article is presented: Abstracts can also be used in isolation as cohesive and coherent texts in their own right. For instance, since abstracts are short texts, several abstracts on related topics can be studied in much less time than it would take to read one entire article. In planning the curriculum, it is proposed that abstracts can be used on all levels. For the lower level class, short or indicative types of abstracts can be used. For the intermediate level, longer, informative types are useful, and for the advanced levels, the critical abstract is appropriate. Appended material includes sample abstracts, information on the organization of the abstract, classifications of introductory and concluding lines, a list of journals with abstracts, an example of an ideal abstract, and results of the faculty attitude questionnaire. (SW)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Symposium on Language for Special Purposes (Eindhoven, The Netherlands, August 2-4, 1982).