Name the aspects in which writing and speech are different
- Contrast in physical form
- Structure and function
- Stability
- Different features
- Grammatical and lexical features
Describe how writing and speech are different according to PHYSICAL FORM
Speech uses phonic substance, whereas writing uses graphic substance.
Describe how writing and speech are different according to STRUCTURE AND FUNCTION
Speech is considered to be part of an interaction in which both participants are present and the speaker has a specific addressee in mind. On the other hand, in writing the producer is distant from the recipient, and often, does not even know who the recipient is. This difference can be summarised by saying that while speech is time-bound and dynamic, writing is space-bound and static
Describe how writing and speech are different according to STABILITY
The permanence of writing allows repeated reading and close analysis. It promotes the development of careful organisation and more compact, structured expression. Bear in mind that this is absent from spoken language.
Describe how writing and speech are different according to DIFFERENT FEATURES
Deictic words (words that point to something within the immediate situation) are typical of spoken language, but they usually mean nothing in writing. In writing there is no possibility of asking for immediate explanation. Writing and reading effectively implies knowing some unique features of written discourse which are absent from speech such as punctuation, capitalization and spatial organization.
Describe how writing and speech are different according to GRAMMATICAL AND LEXICAL FEATURES
Certain items of vocabulary are restricted to writing, such as polysyllabic chemical terms, or to speech, such as slang or obscene expressions. Formality is also more associated with writing than with speech.
What are the three main reading teaching methods?
- Phonics approaches
- Whole-word or look-and-say approaches
- Focus on sub-skills
Describe PHONICS APPROACHES (reading teaching method)
They are based on the principle of identifying the regular sound-letter relationships in a writing system, and teaching the child to use these to construct or decode words.
Describe WHOLE-WORD OR LOOK-AND-SAY APPROACHES (reading teaching method)
They are based on the principle of recognizing individual words as whole, without breaking them into constituent letters or sounds. The main aim is to avoid the use of strings of meaningless phonic syllables and to permit access to longer and more meaningful sentences, through the use of frequently occurring words.
Describe FOCUS ON SUB-SKILLS (reading teaching method)
This is the main focus of attention in recent years. Thus, attention has been drawn to the many different kinds of sub-skills that are found under the heading of fluent reading, from reading aloud to the rapid, selective, and silent techniques known as scanning or skimming.
What are the three different skills involves in learning to write?
motor, functional and linguistic skills
Name the four stages of writing development, according to Kroll (1981)
- Preparatory stage
- Consolidation stage
- Differentiation stage
- Integration phase
Describe the PREPARATORY STAGE (one of the stages of writing development, according to Kroll)
When basic motor skills develop and the principles of the spelling system are acquired
Describe the CONSOLIDATION STAGE (one of the stages of writing development, according to Kroll)
Around the seventh year, children begin to use the writing system to express what they can already say in speech
Describe the DIFFERENTIATION STAGE (one of the stages of writing development, according to Kroll)
From around the ninth year, in which writing begins to diverge from speech, and develops its own patter and organization
Describe the INTEGRATION PHASE (one of the stages of writing development, according to Kroll)
It is found when writers have such a good command of language that they can vary their stylistic choices at will and develop a personal “voice”
Summarize the most common reading problems when students face a text
- Long and complicated sentences are difficult to cope with in a foreign language, even if pupils know the words and about the subject
- Repetitive styles may also create problems to our pupils as they need to discard redundant information to get the main ideas
- Sometimes, the writer may express an important idea indirectly. Being sensitive to the implications of a remark is something we must also teach our pupils
- We must also make them realize how easy it is to guess many unknown words simply by studying the context.
Name the three ways in which reading supports language learning
- Reading to learn the language
- Reading for content information
- Reading for cultural knowledge
Explain READING TO LEARN THE LANGUAGE (way in which reading supports language learning)
Reading material is language input. Different texts allow students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts.
Explain READING FOR CONTENT INFORMATION (way in which reading supports language learning)
Students’ purpose for reading in their native language is often to obtain information about a subject they are studying
Explain READING FOR CULTURAL KNOWLEDGE AND AWARENESS (way in which reading supports language learning)
Reading everyday materials that are designed for native speakers can give students insight into the lifestyles and worldviews of the people whose language they are studying.
Reading research shows that good readers:
- Read extensively
- Integrate information in the text with existing knowledge
- Have a flexible reading style, depending on what they are reading
- Are motivated
- Rely on different skills interacting: perceptual processing, phonemic processing, recall
- Read for a purpose: reading serves a function
Reader knowledge, skills, and strategies include:
- Grammatical competence
- Discourse competence
- Sociolinguistic competence
- Strategic competence
Explain GRAMMATICAL COMPETENCE (reader knowledge, skills and strategies)
The ability to recognize the elements of the writing system: knowledge of vocabulary, knowledge of how words are structured into sentences
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