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Karteikarten von Yosselin Castillo, aktualisiert more than 1 year ago
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Erstellt von Yosselin Castillo
vor mehr als 2 Jahre
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| Frage | Antworten |
| Grabe (Methodology in Language Teaching) maintains lies in the fact that research in L2 reading tends to be short-term and less pragmatic. | Janzen suggest (Methodology in Language Teaching) that a sound approach to strategy instructions should be modeled and fedback. |
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Renandy and Jacobs (Methodology in language Teaching) argue strongly for incluyding extensivereading in the second language curriculum.The extensive reading can improve reading ability, it can also enhance leaner's overall laguage proficiency (spelling, grammar, vocabulary and writing.)
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Expertes are agree that some of the most important principles include providing a rich linguistic environment, and capitalizing on learners' contribution to the learning process, and giving more emphasis to fluency than to accuracy. |
| DIlema # 1 Many different contexts for l2 reading instrucction. It is certainly true that L2 contexts for reading instruction are more complex; they include all the contexts for L1 instruction and add the L2 learning dimension to all of the others. | Dilema #2: SLA follows a number of assumptions of generative linguistics which make it irrelevant for most L2 reading issues. SLA accpets the primacy of oral language as a major underlying assumptions, it acccepts second language learning as a natural processs relfecting ora-first lanaugage learning process ( language is acquired rather than learned). |
| Dilmea #3 Formal aspects of language and genre structre c0ntribute to readers developing comprehension and inferencing abiliities (Methodology in Language Teaching) | Dilema #4 Academic vocabulary is learned incidentally through readiing and discussion about reading material (Methodology in Language TEaching) |
| Dilema #5 social class diferences do appear to have an indirect effect on reading development. Typical middle-class families provide children with an estimated 1,000 hours of tutoring before the children arrive at School (Adams, 1990) | Dilema #7 Feading is not emphasized in the reading curricula. Reading is learned by reading a lot. It is opposed to translating or studying. It is done by extensive reading which suggest Renanbya and Jacobs. |
| Dilema #7 Comprehension is the ability to use appropriate reading strategies and to know when to use them and in what combinations, dependiong on different reading purposes and tasks. | Dilema #8 A fundamental tenet of alll recent theories of comprhension, problem solving and decision making is that success in such congnitive arenas depends on the ativation and appopriate application of relevant-pre-existing knowlege. |
| Dilema #9 At some point in all students' academic careers, they must learn to make the transition from learning to read to reading to learn other informationl |
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