Questions and Answers
Learners need _______________ listening tasks
specific
Listening to _______________ announcements is a type of real-life listening situation
public
Listening for _______________ information is a type of listening goal
specific
Watching _______________ and films is a type of real-life listening situation
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Listening should be _______________, not mainly tested
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Learners need to know about the _______________ of their listening
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While reading, we decode letters, words, sentences, and other language features in the text using ______ processing.
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Skilled readers can construct meaning without considering every single letter but rather the ______.
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We combine information from the text and previous knowledge in order to understand the text using ______ processing.
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Linguistic/systemic knowledge includes ______ knowledge, which deals with the position of words within a sentence.
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Schematic knowledge enables a reader to work with the language of the text in order to interpret its ______.
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Silent reading is the most frequent way of reading in ______ life.
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When a student reads out an unknown text, they may not get the ______ due to focusing on the grapheme-phoneme relation.
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The teacher reading out a text is a good way of demonstrating how to read out in terms of ______ and fluency.
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Holistic reading involves reading a text in its entirety, notwithstanding some unknown ______ or structures.
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Literary reading is an aesthetic reading, comprising more than just the ______ of the text.
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We support students by teaching and developing _______________ to prepare reception.
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While-reading tasks involve _______________ the reading process.
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To process what was received, students take _______________ in view of guiding questions.
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Students should be able to choose the ______ they would like to read or listen to.
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To compensate for a lack of understanding, students can _______________ meaning from context.
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Teach ______ aspects such as syntax, grammar, and vocabulary.
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Bottom-Up Processing Tasks involve extracting _______________, specific or detailed information.
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Select ______ suitable for the learners, linguistically and in terms of topic and world knowledge.
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Provide ______ knowledge and activate schematic knowledge that is already there.
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Visually capturing text elements, such as _______________, is a type of reading task.
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Develop ______ to infer meaning from context, to use helps such as dictionaries or keeping a vocab book.
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Promote ______ reading and link literature with audio books and movies.
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The ______ -down processing approach is knowledge-driven and applies prior knowledge when trying to understand a text.
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When designing reading and listening tasks, the first step is to determine the ______ of the task.
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Encouraging word recognition through flash exercises is a technique used in ______ reading
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One task idea for skimming is to make a list of keywords that reappear in the text without reading the text in ______ detail
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Activating prior knowledge before reading/listening to a text is an example of ______ processing tasks
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Reconstructing what a text could be about by giving key terms or expressions from the text is a ______ processing task
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Silent viewing of a film clip with the sound off helps to speculate on the ______, emotions and setting
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In reciprocal reading, questioning involves reading the passage aloud to the members of your group and asking questions about ______ parts
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In reciprocal reading, clarifying involves asking the members of your group to explain what certain ______ mean or how they are pronounced correctly
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In reciprocal reading, predicting involves making predictions, imagining how the ______ could continue
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Study Notes
Communication as a Process: The 4 Skills
Process of Reading
- While reading, we decode letters, words, sentences, and other language features in the text using bottom-up processing.
- Meaningful sentences can be read more quickly and memorized more easily than single letters or words.
- Skilled readers can construct meaning without considering every single letter, but rather the unit.
- Context knowledge makes understanding a text easier.
- General world knowledge can be applied more easily.
- We combine information from the text and previous knowledge to understand the text using top-down processing.
Different Types of Knowledge Working Together
- Linguistic/systemic knowledge: dealing with language itself, including syntactic knowledge, morphological knowledge, and semantic knowledge.
- Schematic knowledge: enabling a reader to work with the language of the text to interpret its meaning, including general world knowledge, sociocultural knowledge, topic knowledge, and genre knowledge.
Common Ways of Reading and Reading Strategies
- Silent reading to understand the meaning of the text.
- Reading out an unknown text: focusing on grapheme-phoneme relation, anticipating decoding of meaning and text structure to adapt intonation and body language.
- Teacher reading out a text: demonstrating how to read out pronunciation, fluency, nonverbal signs, and relevance of text structure.
- Student reading out a familiar text: promoting understanding of a text or pointing out text passages when discussing a text.
- Skimming: going over a text to look for general meaning or central information.
- Scanning: going over a text to look for specific information.
- Holistic reading: reading a text in its entirety, notwithstanding some unknown words or structures.
- Intensive reading: reading very closely for every detail.
- Reading along: helping to get an impression of how you spell what is being read out.
- Proof reading: advanced way of reading requiring a distanced review of your own writing.
- Error spotting: reading for the mistakes of others.
- Fast reading: useful way of reading, required and to be trained.
- Extensive reading: showing how much students can already read in a foreign language.
- Literary reading: aesthetic reading, comprising more than just the lines of the text.
Process of Listening
- Real-life listening situations: conversations, instructions, loudspeaker announcements, radio news, podcasts, audiobooks, music, telephone chat, voice messages, lessons, watching television, films, audiovisual texts, and story-telling.
- Listening goals: for main information, specific information, detailed understanding, implications, or pleasure.
How to Teach Reading and Listening in Class
- Make reading and listening a habit: encourage extensive reading and listening to recognize bigger chunks.
- Give students reading time in class to lower anxiety.
- Allow students to choose the text they want to read or listen to, addressing their interests and providing a range of texts.
- Teach linguistic aspects, genre knowledge, and provide suitable texts for learners.
- Provide background knowledge and activate schematic knowledge before reading or listening.
- Develop strategies to infer meaning from context, use helps like dictionaries or keeping a vocab book, and promote positive reading.
- Link literature with audiobooks and movies, and have post-reading/listening activities.
Reading and Listening as Interactive Processes
- Bottom-up processing: data-driven, decoding letters, words, and language features in a text.
- Top-down processing: knowledge-driven, applying prior knowledge to understand a text.
- Cognitive schemata: knowledge about how things normally are, such as school life, families, and hobbies.
- Social scripts: mental structures about conventionalized routine situations and the associated forms of behavior.
Designing Reading and Listening Tasks
- Strategy: aim, select a reading strategy, and consider pre-reading, while-reading, and post-reading tasks.
- Support students by teaching and developing strategies to prepare reception, facilitate reception process, process what was received, compensate lack of understanding, and improve memory.
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Description
This quiz covers the process of reading, including bottom-up processing and how skilled readers construct meaning from texts. It's part of the receptive competences reading, listening, and viewing session.
