В настоящее время объектом активного изучения лингводидактики стало

 
 
5. Analyze the EL textbook “High Fly” and find the strategies of 
emotion intelligence. Design a lesson plan which focuses on 
development of interpersonal and intrapersonal abilities. Find the 
practical material from the textbook to prove that motivation is of 
great importance in teaching English. 
6. Read information about top-down and bottom-up processing 
used for reading. Write instructions for development of students 
reading skills based on this information and the given before about 
three modalities of learning style (visual, auditory and kinesthetic). 
An interactive theoretical model of the reading process depicts 
reading as a combination of two types of processing – top-down 
(reader based) and bottom-up (text based) – in continuous 
interaction. In top-down processing, the act of reading begins 
with the reader generating hypotheses or predictions about the 
material, using visual cues. For instance, the reader of a folktale 
that begins with the words “Once upon a time there was a man 
who had three sons…” forms hypotheses about what will happen 
next, predicting that there will be a task to perform or a beautiful 
princess to win over and that the oldest two sons will fail but the 
youngest will attain his goal. Because of these expectations, the 
reader may read the material fairly quickly, giving attention 

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primarily to words that confirm the expectations. Close reading 
occurs only if the hypothesis formed is not confirmed and an 
atypical plot unfolds. Otherwise, the reader can skip many words 
while skimming for key words that move the story along. 
In bottom-up processing, reading is initiated by examining the 
printed symbols and requires little input from the reader. The 
identification begins with print, i.e. letter or word, and proceeds 
to progressively larger linguistic units, phrases, sentences, etc. 
ending in meaning. A reader using bottom-up processing might 
first sound out a word letter by letter and then pronounce it, 
consider its meaning in relationship to the phrase in which it is 
found, and so on. A reading teacher embracing this approach 
would expect a child to reproduce orally the exact words printed 
on the page. 
When the reader possesses a store of knowledge about the print, 
about language, and about the world a top-down approach can be 
used. The reader uses this knowledge first to predict what the 
printed page contains and then to confirm or refute the 
predictions. But reading the exact words on the page is less 
important than understanding the message. 
In Samuels’s (1984) automaticity model, decoding is seen as a 
bottom-up process, whereas comprehension allows for top-down 
processing. Samuels believes that beginning readers must be 
taught to decode automatically, without consciously giving 
attention to graphic decoding. His modified model contains 
elements of both top-down and bottom-up processing. The two 
perspectives qualified as interactive vary on the degree of 
emphasis on one position over another. 
An interactive model assumes parallel processing of 
information from print and information from background 
knowledge. Recognition and comprehension of printed words and 
ideas are the result of using both types of processing. For 
example, the reader who is unable to use context clues may fail to 
grasp the meaning of an unfamiliar word that is central to 
understanding the passage; similarly, a reader who has no 
background knowledge about the topic may be unable to 
reconstruct the ideas that the author is trying to convey. 

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