students to indicate what they comprehend. Foreign language instructors have options for confirming students 'beginning comprehension of a passage when they demonstrate
· the ability to translate a word or phrase in a text passage.
· the ability to provide foreign language synonyms for a word or phrase in a text passage.
· the ability to categorize a word or phrase in a text passage with regard to designated times, places, persons, or events.
· all of the above
. For purposes of selecting FL texts for readability factors depend about 50% on language factors and the other 50% results from
· how well pre-reading goes.
· how readers apply variables such as knowledge background, strategies, and genre.
· how novel the text is.
· how extensive the students 'command of FL vocabulary is.
. Approaching FL reading in the cognitive stages means
· repeating the same tasks until they are learned.
· separating grammar from vocabulary learning.
· choosing the right genre.
· focusing on one mode of thinking at a time.
· because only people of higher intelligence can do the higher levels.
· because some cognitive processes are more valuable than others.
· because he had to list them in some way.
· because that hierarchy reflects a sequence of less to more difficult / complex processes.of Forma short English or L1 text you have not read already that is about concerns a topic your know a lot about. In other words, the context and content of the text are familiar to you. Brainstorm with a partner or by yourself about your horizon of expectation as you start to read this familiar L1 text.
.2 Reading as a Process
Many students believe that they must know every word in a text before they can read proficiently. Given our definition of reading <# «justify"> · background knowledge about the topic or the medium (eg what kind of a hero Batman is, and what an action movie looks like)
· knowledge of a genre (eg what information is in a movie review and what importance is attached to who writes the review and where it's published)
· strategies for guessing and working with uncertainty («I don« t know this term, but it has been mentioned twice so it »s probably important and I'll continue reading to see if I can figure it out. ») Readingreading activities cover a range of possibilities, all directed at helping learners engage in a process of discovery and to feel authorized to engage with the form and content of the text. What all successful pre-reading activities have in common is that they are student-centered. The instructor has to identify the potential problems of readability inherent in a chosen reading text, and then has to help students find ways to surmount those difficulties. Rather than just provide answers or summarize the content, the instructor can help learners identify the sources of their reading difficulties.pre-reading activities are very commonly used in tandem:
