(1) The difference between first and second language reading process. (one paragraph)
There are many differences between L1 and L2 learners about language reading process. Language reading process focuses on meaning-focused input, language-focused learning and fluency development. By contrasting and analyzing L1 language and L2 language, I can distinguish the one and the other. First, L1 learners are exposed to advantageous linguistic surrounding naturally, but L2 learners aren’t so. L1 learners communicate with their father, mother, siblings, mass media, peers and other things, so language acquisition happens automatically and simultaneously, but L2 learners have a lot of limitations for acquiring the second language. Nevertheless, they aren’t disadvantageous to learn the target language. They have already had their linguistic knowledge due to the mother tongue, the first language. With their acquired linguistic knowledge, they can develop their L2 language easily and systemically. Second, L1 readers come to learn language reading in early age, but L2 learners generally learn to reading in old age after they finish learning their first language generally. L1 readers can learn reading by speaking to their parents or teachers from when they were young. But L2 learners start to read after learning their first language. Therefore, L2 learners activate and take advantage of their language principles, vocabulary and structures with their first language. Third, first language reading process can be more or less random or temporarily, but second language one can be intentional and planned by teachers. As L1 learners increase the quantity of their reading, they can speed their reading skills, read faster and recognize their grammatical principle. To develop and increase L2 learners’ reading process, graded books for readers and carefully selected material by teachers are required. In conclusion, the differences of learning the two languages are clear and evident when they are compared and analyzed. And, in the process of reading, L1 and L2 learners can develop their own unique features. Furthermore, numerous reading habits can help both of them achieve the better reading process.
(2) What intensive reading means in ESL setting (one paragraph)
Intensive reading is for language focused development. In ESL environment, this reading strategy is like eating, chewing, digesting the food and making flesh and blood of thier body. The procedure of intensive reading is related to the grammar-translation approach which is the classical method of studying language. Therefore, this strategy needs many comprehension questions. Before reading the books, L2 learners can predict and guess what the topics are, what are related to books they will read and how well the texts which can attract their interest are chosen. Also, through the title and the illustrations, learners can guess and infer the content of the book. While reading, learners can look up the difficult words with dictionary, check the regular or irregular spellings, use the précis method, predict the next content or passage, increase the background knowledge and analyze the grammatical structures. In this way, learners increase their linguistic ability. After intensive reading, teachers can check the questions of reading comprehension. Teachers ask and test what the learners read by showing the following questions: pronominal question, yes/no question, multiple choice items, blank filling, sentence completion exercise and other necessary questions. Paper test or oral test can be used, and group question or class question can be used. Consequently, during the intensive reading, L2 learners should be alert and attentive over the understanding of the whole reading. Rather, it may take lots of time and effort for us to master this reading method, but, because of the merit of complete and clear comprehension, the strategy of the intensive reading are worth being applied to the learners.
3) What extensive reading means in ESL setting (one paragraph)
Extensive reading focuses on the meaning focused input and fluency development strands. Above all, in this strategy, it is very important to select and decide the books which readers can understand easily, over which readers can have fun and enjoyment and about which they already know the content. The nature of fluency development is not the language features but the speed and the quantity of reading. But this strategy of extensive reading requires considerable knowledge and skill. Therefore, it is good for them to choose the stories they had known or learned and practice or repeat them. To fulfill readers’ satisfaction, understanding the goals and limitations of extensive reading is important. That’s because learners’ reading should continue for a long time and include a large amounts of same graded books. Also, we should consider learners’ present vocabulary level. As mentioning this above, the books which have well-provided vocabulary is preferable in order to achieve their ability of adequate comprehension. Especially, the books which learners already know through their first language are thought to be best in EFL setting. The check or monitor about what they are reading should occupy the small portion. Oral book report or discussion can be a good way. For making use of the extensive reading, readers should deal with the large amounts of vocabulary. At least, while reading or before reading, difficult and new words should be not only checked by guessing, meaning inference and analysis but also given flash cards. Glossing, computer-assisted reading and elaboration are the good ways to support the extensive reading, because they shorten the reading time and make readers the fast readers. If teachers should encourage the learners practice the same graded readers books systemically, this strategy will be very useful reading method.
(4) Create a mini-lesson plan for (1) intensive ESL reading (one page) and (2) extensive ESL reading (one page). Please briefly sketch your classroom setting.
A mini-lesson plan for intensive ESL reading
[The activities of the pre-class]
- Informing the students of the goal of the reading lesson
- Providing the students with materials to read for language-focused development
[The activities of the pre-reading]
- Guessing the genre as to what kind of reading material the text is.
- Checking and inferring the content and the main idea through the title and the illustration on the cover of the text to read.
- Guessing and guiding the theme from the first sentence of the text
- Teaching the spelling rules and the meaning for new or difficult words.
- Explaining the grammar usage and applying other examples so as to avoid the misunderstanding of the text.
- Drawing inference form the text or the passage.
[The activities of the whilst-reading]
- Encouraging learners to use a dictionary when they meet a new word.
- Practicing simplifying the difficult sentences into a short meaning sentence.
- Shortening the complex passage as précis.
- Checking cohesion such as pronouns, conjunction relationships, etc.
- Checking the relationship of the sentence structure.
- Checking the agreement about the content of the body passage.
- Showing the sentence completion to measure readers’ understanding about the text by using the sentence of an exact copy in the passage.
- Translating the passage in the first language.
- Relating to the previous passage of the text
[The activities of the post-reading]
- Checking the reading comprehension
- Checking the pronominal questions such as why, what, where, who, etc
- Checking the writing answers for the pronominal questions
- Listing yes/no questions or true/false statement about the content of the reading part.
- Showing the multiple-choice sentences which are composed of five or four choices.
- Writing on the blackboard for the guess the question activity.
[The activities of the post-class]
- Outlining and reorganizing what they learned and knew
A mini-lesson plan for extensive ESL reading
[ The activities of the pre-class ]
- Inform the readers of what they will focus what they will learn
- Outlining the vocabulary level of the readers
- Select the graded material or sources to read for the readers
- Reminding the readers that the learning from reading is supporting other kinds of learning
- Emphasizing the importance of the time and effort which may take too long
[ The activities of the pre-reading ]
- Letting the readers focus on the story not on items to learn
- Letting the readers select the same graded or level books
- Setting the time to read reasonably
- Understanding the words used in the texts before starting reading
- Skimming quickly the words and the texts
- Giving the reader glosses for the unknown vocabulary
[ The activities of the whilst-reading]
- Helping the readers to concentrate on their reading
- Letting them collect and take notice of the repetitive words
- Encouraging them to guess the meaning with the pictures or the illustrations as possible as they can
- Making the flash cards for later deliberate study
- Reporting what they learned to the class
- Allowing the readers to make use of a dictionary if necessary
[ The activities of the post-reading]
- Checking the readers gain a variety of substantial proficiency through the reading
- Taking a post-test about the new or repetitive vocabulary
- Making minimal lists to fill out a short record form
- Letting the readers vote on what they thought and read
- Making the readers guess and discuss what they read and
- Letting the readers make an elaboration with the original text
[ The activities of the post-class]
- Inform the readers of how many books they have to read
- Introducing other graded books to the readers
- Emphasizing the importance of the continual practice and effort
(5) Make a summary paragraph for the above. (one paragraph)
In EFL setting, the cognition of the first and second language is different respectively, but the second language learners can avail themselves of their merits such as age, linguistic knowledge and the structural principles, etc. With the intentional and planned study plans, L2 learners can increase their second language acquisition. Of course, these processes are carried out not by themselves but in the middle of study by interacting continually or gradually. In the cases of the reading, it is essential to notice the goals for extensive reading and intensive reading. According to the each goal, the strategy of the reading should be executed and planned systemically. As the intensive reading focuses on the language-focused development, the reading strategy should concentrate on the acquisition about what the strategy of the language-focused development pursues. On the contrary, as the extensive reading focuses on the meaning-focused input and fluency development, the strategy should illuminate the meaning and the mastery of the text. L2 learners should accomplish their language ability in spite of the interference of the inter-language and other linguistic weaknesses. To do so, it is important to recognize how long it takes for L2 learners to acquire and master the target language. Organized study plan and continual practices makes L2 learners increase their linguistic ability and proficient language capacity. In fact, the variety of language activities doesn’t occur alone. If the reading strategies are put together with harmony, the results will be evidently much better for learners. In my opinion, I had better use such reading strategies connectively rather than apply each exact concept for the reading strategies.
Comment: Thank you for your work. I asked "Please brieflyl sketch your classroom setting," but I coud not find any clue from your project. Who are the target students in your proposed lesson plans? (I guess you forgot mentioning that...) You mentioned "informing the goal...." but you did not specify the goal of your lesson. You mentioned the "material" but you did not specify what that material really is... Overall, your understaning of the topics are excellent, but in your lesson planning, things are not clear exactly what you are planning to teach to which group of students. I believe, reviewing other good examples of this project will help you a lot. Please review how other students in this class answered to the same questions. Again, thank you for your sincere effort for this project.
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