Seameo regional language centre
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that was raised as the construction proceeded. A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms’ (ibid: 179). In order to enable students to guess these words, the exercise therefore should have incorporated more contextual clues. In Example 2, students are not encouraged to go back to the text, locate the instances of the words and try to understand their meaning. On the contrary, they are only 27 asked to translate the words; thus they might just look the words up in a dictionary for convenience. Table 6 also shows that important micro-skills such as making inferences, understanding references, understanding discourse markers, understanding text organization, recognizing author’s purposes and attitudes, and summarizing are rather under-represented in the books. For example, making inferences is dealt with in only 12 out of 257 activities, understanding references in three activities, understanding text organization in one activity, recognizing author’s purposes and attitudes in two activities and understanding discourse markers, though spelled out in the syllabus, is not catered to at all. Summarizing skills are most often practiced at the post-stage. The chance to practice these skills occurs only once in the while-stage. Indeed, a close examination of the comprehension questions shows that most of them are rather ‘straightforward’ and factual in nature, therefore requiring just literal or surface understanding of the text. As a result, in extreme cases, many can be answered by coping out the sentences in the text without any real language reproduction. Very few questions actually require processing of the text at a deeper level, for example, bringing different pieces of information together to give a complete answer (i.e. summarizing), or reading between the lines (inferring, understanding author’s attitudes and so on). This poses a serious limitation because real world reading involves more than just literal understanding of factual, straightforward information (Cunningsworth 1995). 28 Table 6: Micro-skills developed through while-reading exercises and tasks tải về 421.94 Kb. Chia sẻ với bạn bè của bạn:
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