ERIC Number: ED119527
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Clarifying Goals in the Teaching of Reading - Teaching a Foreign Language: From the Reading Specialist's Viewpoint.
Leffert, Beatrice G.
From the perspective of a reading consultant, the processes of thinking and reading apply to efficient learning. Language teachers should know: (1) the difference between surface structure and deep meaning of an utterance, (2) the importance of "affect" on learning: the reader's personal involvement with the material and with its presentation, colored by prior knowledge of the subject and attitude toward it; and (3) theories regarding cognitive patterns in analysis of material, vocabulary load, and repetition interval. Teachers should be aware of linguistic differences between written and oral communication which cause writing to be variously interpreted by readers, since surface structure available to the reader is merely a representation of deep meaning. Discrepancies between teacher impressions and student mastery, arising from inaccurate perceptions, can be expected and eradicated. Recent studies suggest: (1) teaching idioms and larger units of meaning; (2) teaching multiple uses of vocabulary from the outset, and teaching relational words such as prepositions first, because of their frequency in patterns; and (3) subsequently teaching content words in context through synonymy. Ambiguity must also be provided for. Noting patterns of comprehension, based on what the subject is, what the opinion about the subject is, and how it is presented when reduced to a single unitary meaning, is one approach to improving reading efficiency. (Author/CLK)
Descriptors: Applied Linguistics, Cognitive Processes, Deep Structure, Language Instruction, Language Teachers, Learning Processes, Psycholinguistics, Reading Comprehension, Reading Instruction, Reading Skills, Second Language Learning, Speech Communication, Surface Structure, Syntax, Written Language
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Workshops based on this paper were presented at Northeast Conference on the Teaching of Foreign Languages (New York, NY, April 11-12, 1975)