Having good reading skills in English as a foreign language is becoming more and more important every day in this globalised world. Wherever you look, no matter on which spot of the world, you will find descriptions and indications in English. In this termpaper I am going to emphasise this necessity and illustrate the reading process from its early beginnings and its purposes and give advice to English teachers, how they can maximise their teaching effectiveness on the basis of linguistic findings.
Table of Contents
1. Introduction
2. Purposes for reading
2.1. Reading as a search for simple information
2.2 Reading to learn from the text
2.3. Reading to integrate information, write and critique texts
2.4. Reading for general comprehension
3. The main models of how reading occurs
3.1. Bottom-up theory
3.2. Top-down theory
3.3. Interactive theory
4. Differences in first and foreign language reading
5. Teaching advice for a competent reading comprehension in English as a foreign language
6. Conclusion
Objectives & Topics
This paper explores the theoretical foundations of the reading process and its implications for teaching English as a foreign language (EFL). It aims to provide educators with a comprehensive overview of how reading functions, how it differs between first and foreign languages, and which instructional strategies effectively prepare students for the demands of a globalized, English-reliant world.
- Analysis of different reading purposes (scanning, learning, integrating, comprehending).
- Examination of primary cognitive models: bottom-up, top-down, and interactive theories.
- Comparison of reading processes in L1 (first language) and L2 (foreign language).
- Development of practical teaching advice for EFL reading comprehension.
- Emphasis on the importance of background knowledge, vocabulary, and extensive reading.
Excerpt from the Book
3.1. Bottom-up theory
This reading theory was on the focus of psycholinguistic approaches before the 1970s. It suggests that the reading process is a mechanical one in which the reader processes meaning bit by bit.
According to the bottom-up theory the reading process starts with decoding the smallest unit of language, which are phonemes, to then decode morphemes and the whole word. Due to that decoding process, the bottom-up theory is also called decoding theory (cf. Grabe and Stoller, 2002, 32).
Once a word and its meaning are decoded, the same procedure goes on with the following words and sentences until the whole text is processed. This approach is a text-centered one, since it is suggested that the meaning of a text lays in the text itself and that the reader just processes its meaning (cf. Johnson, 2008, 280). Here, inferring from background knowledge or interpretation is not needed.
Reading is seen as an automatic process that occurs unconsciously, since most of the readers are not aware of the underlying processes and do not know how they operate (cf. Richards, 2003, 18).
Summary of Chapters
1. Introduction: Highlights the increasing global importance of English reading skills and the resulting necessity for teachers to understand the underlying reading processes.
2. Purposes for reading: Illustrates various motivations and cognitive approaches for reading, ranging from searching for simple information to complex synthesis and critique.
3. The main models of how reading occurs: Provides a detailed academic overview of the bottom-up, top-down, and interactive models that explain how humans process text.
4. Differences in first and foreign language reading: Examines linguistic and developmental disparities between L1 and L2 acquisition, noting the impact of prior knowledge and transfer effects.
5. Teaching advice for a competent reading comprehension in English as a foreign language: Offers practical, research-based strategies for EFL instructors, focusing on vocabulary, background knowledge, and extensive reading.
6. Conclusion: Summarizes the necessity for constant reflection and updated pedagogical approaches to ensure students achieve the language competence required for their future.
Keywords
Reading comprehension, EFL (English as a foreign language), Bottom-up theory, Top-down theory, Interactive theory, Scanning, Reading models, Psycholinguistics, Language learning, Pedagogical strategies, Vocabulary acquisition, Extensive reading, Background knowledge, Language transfer, Literacy.
Frequently Asked Questions
What is the primary focus of this paper?
This paper examines the cognitive processes involved in reading and how this understanding can be applied to effectively teach English as a foreign language.
What are the core thematic areas covered?
The work covers reading purposes, psycholinguistic models of reading, the contrast between L1 and L2 reading, and pedagogical principles for the EFL classroom.
What is the ultimate research objective?
The goal is to equip future English teachers with the necessary knowledge to foster the high-level reading skills essential for students in a globalized society.
Which scientific methods are employed?
The paper uses a comprehensive literature review, synthesizing findings from major reading researchers and linguists such as Grabe, Stoller, Johnson, and Nunan.
What topics are discussed in the main body?
The main body treats the hierarchy of reading purposes, compares bottom-up and top-down cognitive models, and outlines specific teaching strategies like think-aloud techniques and extensive reading.
What are the key terms associated with this research?
Key terms include Reading comprehension, EFL, Bottom-up/Top-down models, Interactive theory, and language transfer effects.
Why does the author argue that 'bottom-up' theory is insufficient?
The author argues it is incomplete because it fails to explain how readers handle irony or interpretative nuances that rely on cultural background knowledge rather than just mechanical decoding.
How does the role of background knowledge differ for L1 and L2 readers?
L1 readers often have tacit, automatic knowledge of language structures, whereas L2 readers may need to consciously learn new text structures and adapt their background knowledge to a foreign linguistic context.
- Quote paper
- Daniel Cruz Portillo (Author), 2014, Teaching Reading in English as a Second Language, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/280890
