Teaching English as a Foreign Language, Second Edition
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101 develop the skill of skimming is that which is initiated by the instruction, ‘Find the sentence that has the word aircraft in it.’ The pupils then all hunt busily for the word in their texts and put their hands up when they have found it. One pupil is then chosen to identify the place where the word is by some agreed convention ‘On line x on page y’, and may then be asked to read aloud the sentence in which the word occurs. More complex variations of this technique involve instructions like, ‘Find the sentence that tells us that the commandos had to wait for the arrival of the aeroplanes’ or ‘Find the sentence from which we know that the plans made for the carrying out of the raid did not go through without a hitch.’ Notice that while still demanding a skimming reading skill we are also demanding a deeper level of understanding involving making deductions from what has been read. For cultivating close and repeated reading of a text at the plain sense level, or even at deeper levels, P.Gurrey in his book Teaching English as a Foreign Language suggests a technique which may be illustrated by the following series of questions about the sentence above concerning the men who were issued with weapons. Thus, ‘Who were issued with weapons? What were the men issued with? Do we know who gave the men the weapons? Can we guess? Do we know whether the men actually received their weapons? How many different things did each man receive? Is a clip of ammunition a weapon? What kind of pistol did each man receive? Was it a revolver? Why do you think so? etc., etc.’ These questions would be very numerous and fired off with the utmost speed. They will be so easy that the great majority of pupils will always be ready to answer and even the slowest pupils will have some opportunity to participate. All such questioning is for teaching. It is in fact very close to language manipulation and pattern practice. Questions for testing, on the other hand, usually are not very numerous, the most common number seems to be about ten or twelve. Very often they are written and it is clear that a written reply is expected. They are not concerned with fostering specific reading skills. They tend to have a high proportion of questions directed at specific vocabulary items, and demand definitions or explanations rather than asking for inferences about meaning to be drawn from the Reading 102 context. The questions are often directed at apparently arbitrarily chosen points in the text and do not concern themselves with overall pattern or tone. The proportion of questions dealing with logical inferences is high, and the number of questions relating to the plain informational content is low. Often the ‘questions’ are not questions at all but are instructions for a written exercise involving summary or rewriting the text from a different point of view. Tests of this kind may be perfectly proper, they may indeed help to gauge the attainment of pupils. They may even, education systems being what they are, contribute to the pupil’s success in public examinations by virtue of the practice they give in examination technique, but the teacher must be quite clear that they do not ‘teach’ reading comprehension. The second point which the teacher needs to bear in mind is that the choice of an appropriate text is very important in building up pupils’ reading competence. A text which is too difficult, where every other word has to be explained, or which uses extremely complex grammatical constructions, or which is about some obscure technical subject of small interest to the pupil, is only likely to produce frustration. Similarly a text which is too easy does not extend the pupil and it is fundamental that learning requires effort. So texts must be properly graded and sequenced and varied so that their linguistic content and cultural difficulty matches the abilities and sophistication of the pupils, and ensures a reasonable coverage of the various kinds of reading skill they need to develop. Thus texts should include description, exposition, and argument as well as narrative. Some texts should be short and dense, others should be longer and more slight. Humorous pieces, advertising copy, official regulations, as well as essays, feature articles and news reports should all be included. A collection of pieces like Annabell Leslie’s Written Download 0.82 Mb. Do'stlaringiz bilan baham: |
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