Notes on langauge
- 1. HLLT 021 NOTES LANGUAGE OF TEACHING AND LEARNING
- 2. KEY CONCEPTS Morpheme – smallest unit of meaning in a sentence Alphabetic principle –it is the understanding that letters represents sound which form words Assimilation- adding new information to an existing file. Inference making-going beyond the given information Syntax – an arrangement of words and phrases to create well-formed sentences Semantics –The meaning in words, sentences, conversation and phrases. Phonological awareness- Is the knowledge of the sound structure of words and being able to articulate those sounds correctly. Decoding- converting coded messages into intelligible (understandable) language. Orthography- Describes the writing system of symbols of a written Encoding- The process whereby writers translate ideas into words on the page using a writing system Accommodation- a process where readers apply when new information does not meet their schemata.
- 3. READING APPROACHES TRADITIONAL APPROACH/BOTTOM UP It starts from the smallest to the largest( from syntax to phonologic) The text is more important The reader depends of the words on the paper to get the meaning. Reading is about decoding Readers read for details Phonemic awareness
- 4. FACTS AND READING ACTIVITIES The readers may be good at decoding but failing to understand. READING ACTIVITIES Reading a line by line Using cloze activities
- 5. THE TOP DOWN APPROACH/WHOLE LANGUAGE APPROACH You first start by guessing the picture and look for meaning( if you are given a poem guess the poem then look deeper to get evidence about your guessing.) You read and Re-tell Prediction of meaning on a picture, paragraph, illustration and artefact Is referred to psycholinguistic as it is a guessing game. The reader creates a meaning with the knowledge that the reader already had. The reader use background knowledge than what's already in the book Reading is about reconstruction of meaning rather than decoding.
- 6. THE INTERACTIVE APPROACH/SYNTHETIC APPROACH It combines 2 approaches bottom up and top down The text, the reader and the author are more important. You guess the text using top down and confirm using bottom up
- 7. EXTENDING CONCEPTS THROUGH LANGUAGE ACTIVITIES(ECOLA) Readers are helped to increase their schemata(background knowledge of the students) through pictures, illustration, dramatization. They want to ensure that learners have the correct background knowledge before they read
- 8. LANGUAGE EXPERIENCE APPROACH (LEA) Teachers use real life experience as stimuli for reading text.
- 9. 2 FORMS OF SCHEMATA Knowledge of books Knowledge of the outside word(real life)oceans, hills, rivers, sports, cooking, cars and cities etc.
- 10. SQ3R Survey Question Read Recite Review
- 11. WRITING SYSTEM The Egyptians use the hieroglyphic where each character represent an object or concept The Chinese use ideographic system that contains strokes The Japanese use the kanji and kana syllabi.
- 12. 3 DOMINANT VIEWS OF READING Gates(1949) Reading is a complex organisation of pattern of higher mental processes that can and should embrace all types of thinking, reasoning, evaluating, judging and problem solving. Fries (1963) A simple view of reading argues that reading can be complex but can be divided into two equal importance. Decoding and comprehension. Goodman A psycholinguistic way of reading states that reading is a psycholinguistic guessing game.
- 13. Successful reading occurs when readers match schemata with information in the text To teach reading effectively teachers should facilitate comprehension with pre-reading activities which can activate background knowledge.
- 15. READING MODELS Are used to expand reading for us to understand better. GOODMAN’S MODEL It was developed in 1969 He postulated that decoding can be either direct ( graphemes to meaning)or mediated(graphemes to phonemes to meaning) He discovered the miscue- the instance where learner make a reading error E.g. when students cannot read fluently it is a miscue He discovered a “word Reversal” which is the instance whereby students read words in a different direction. For examples the student may write saw instead of was. The cause of miscue tend to be poor eye side and the people who use different dialects. When a student do word reversal it shows a visual problem.
- 16. SINGER, SAMUEL AND SPIROFF MODEL It was developed in 1974 They only used 3 words in teaching In isolation In context/ in sentence Words were used with a picture They concluded that teaching words in isolation was more effective than the other two alternatives
- 17. RUMELHART’S MODEL OF READING It was developed in 1977 IS AN INTERACTIVE MODEL It combines Bottom up and Top down approach Explicates( analyse in detail to reveal the meaning) the role of context in processing linguistic information during the reading process. The reader begins with expectations (initial hypothesis) based of the structure of letters, words, sentences and non linguistic( pictures) context situation. Visual information Strengthens the hypotheses if it is consistent with the reader’s hypotheses. Weakens the hypotheses if it is inconsistent with the reader’s hypotheses. If the hypotheses are confirmed, the processing of information contained in a text occurs or facilitated. The processing of information happens in a cooperative way i.e. both top down and bottom up processing mechanism collaborate.
- 18. KEITH STANOVICH’S INTERACTIVE COMPENSATORY MODEL OF READING Bottom up processes first then top down process can be activated. Higher processes cannot be activated before lower processes are completed. Interactive Compensatory model: says that all processes are independent of each other, no process can wait for the other to complete before it can kick in. Interactive Compensatory model: theorizes that the reader is processing the information simultaneously using both bottom up and top down without following any sequence. No sequential order is to be completed before another process begins. When reading a text, the reader simultaneously processes aspects of orthography, semantics, syntax, and lexis (vocabulary). The Top-Down-to- Bottom Up sequence is not a true reflection of the reading process