Download English L2 Reading: Getting to the Bottom (ESL & Applied by Barbara M. Birch PDF

By Barbara M. Birch

This publication is a entire, myth-debunking exam of ways L1 positive aspects (orthographic approach, phonology, morphology) can impression English L2 examining on the "bottom" of the examining strategy. It offers an intensive yet very obtainable linguistic/psycholinguistic exam of the bottom degrees of the interpreting approach. it truly is either theoretical and useful. even though the methodologies and methods taken in so much ESL/EFL texts approximately studying are top-down (cognition driven), and pay scant recognition to the ground of the analyzing strategy, these unique during this booklet are language pushed. The objective is to stability or complement (not substitute) top-down techniques and methodologies with powerful low-level ideas for instructing English examining. center linguistic and psycholinguistic innovations are provided in the context in their program to educating. English L2 interpreting: attending to the ground truly explains the recommendations that readers of different languages enhance in accordance with their very own writing platforms (Chinese, jap, Arabic, Hebrew, different alphabets, or obvious Roman alphabetic platforms) contrasted with a proof of the ideas that English readers boost based on the opaque orthography of English, and explicates how different low-level processing recommendations for L1 morphology and notice formation may perhaps reduction or prevent processing in English L2 studying acquisition. a whole, balanced analyzing ideology might be large enough to embody all studying theories and practices. particularly, it may have the capacity to accommodate these researchers and academics who locate that focus to the main points of language may also aid scholars discover ways to learn higher. Many ESL/EFL academics have an interest in supplementing their profitable whole-language equipment with bottom-up interpreting options, yet usually are not convinced tips to do it. This ebook fills that hole. meant for ESL/EFL examining researchers, instructor running shoes and academics, and as a textual content for MATESOL scholars, such a lot chapters include sensible feedback that academics can include into complete language the right way to train starting or intermediate ESL/EFL analyzing (letters, pronunciation, "smart" phonics, morphemes, and vocabulary acquisition) in a extra balanced means. Pre-reading dialogue and learn questions are supplied to stimulate curiosity and increase comprehension. End-of-chapter routines support readers observe the innovations.

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Extra resources for English L2 Reading: Getting to the Bottom (ESL & Applied Linguistics Professional Series)

Sample text

2 Hypothetical strategy used by readers of consonantal Lls. merous words that are differentiated merely by vowel, our extensive use of vowel spellings, and overall complicated writing system. Alphabetic languages tend to be read with phonological receding, meaning that the words are read by associating sounds with the letters. This makes sense because that is the best way to take advantage of the information writing systems provide. It is possible, however, that the demands of dealing with an opaque script such as English might cause English readers to develop different strategies from readers of transparent scripts.

However, she is correct in disconnecting reading and pronunciation, and here's why: The fact is that phonological processing in reading is more heavily dependent on accurate perception and recognition of sounds in listening, than it is on the production of sounds in speech (Bradley & Bryant, 1983). Therefore, accurate pronunciation of the sounds of English is largely irrelevant to reading. This chapter explores the issue further. Studies show that infants can discriminate (perceive the difference) between different sounds from birth and that the innate ability to discriminate is applied to the sounds of the language that surrounds them.

This will be the topic of later chapters. DESPINA Students who speak languages which use alphabets other than the Roman alphabet may find the early stages of reading development more problematic because they need to learn to recognize new letter shapes quickly and efficiently. These students must also learn to recognize the new sounds of English. The associations between the new letters and new sounds take a while to become automatic, as in Chall's (1983) reading stages 1 and 2 (described in chap.

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