Topic of the journal
Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?
My writing
According to the checklist, my reading strategies are these:
Pre-reading
I skim, looking at and thinking about illustrations, photos, graphs, and charts.
I use the five-finger method to see if the book is just right for me.
While-reading
I identify confusing parts and reread them.
I identify unfamiliar words and use context clues figure out their meanings.
Post-reading
I reread parts I enjoy.
But I’m not sure whether I use those strategies really. I’m not a very strategic reader. While I am reading the text book, I just read and summarize what I think that it is important. I set my reading purpose. Sometimes I consider discourse markers. I focus on the main idea.
I’m both reflective and impulsive reader. I ignore some words that are not important to get the main idea. However, I use dictionary or try to infer core vocabulary to understand the topic.
Of course, I use different strategies when I’m taking an IELTS reading test. I read the question first, then, I skin and scan the text to find the contents related to the questions. Finally, I concentrate on the passage and reread again to get the right answer.
Overall, I use diverse strategies and it depends on the purpose of reading. But, the strategies I adjust are not very high level. I need to use higher strategies.
2010년 4월 27일 화요일
Journal 6
The Topic of the Journal
Pick one of eight text attack skills and review one activity more carefully which are designed to practice the skill. Introduce it on your own word and add your brief comment.
My Writing
Text attack skills
1. Understanding syntax
2. Recognizing and interpreting cohesive devices
3. Interpreting discourse markers
4. Recognizing functional values
5. Recognizing text organization
6. Recognizing the presuppositions underlying the text
7. Recognizing implications and making inferences
8. Prediction
I choose ‘interpreting discourse markers.’ Discourse markers are very useful words that indicate the flow of the text. It helps students to predict easily what is coming next. These markers are very essential to construct the passage cohesively.
Students can guess the right order of the text it is shuffled. Students can infer the right marker where it is omitted. These kinds of activity can grow students’ inference power that can make students predict longer passage.
However, as there are so many discourse markers, it is a problem how we can teach those markers more effectively to learners. Although discourse markers are very effective device to comprehend the text, we have to think about how we can instruct that.
Pick one of eight text attack skills and review one activity more carefully which are designed to practice the skill. Introduce it on your own word and add your brief comment.
My Writing
Text attack skills
1. Understanding syntax
2. Recognizing and interpreting cohesive devices
3. Interpreting discourse markers
4. Recognizing functional values
5. Recognizing text organization
6. Recognizing the presuppositions underlying the text
7. Recognizing implications and making inferences
8. Prediction
I choose ‘interpreting discourse markers.’ Discourse markers are very useful words that indicate the flow of the text. It helps students to predict easily what is coming next. These markers are very essential to construct the passage cohesively.
Students can guess the right order of the text it is shuffled. Students can infer the right marker where it is omitted. These kinds of activity can grow students’ inference power that can make students predict longer passage.
However, as there are so many discourse markers, it is a problem how we can teach those markers more effectively to learners. Although discourse markers are very effective device to comprehend the text, we have to think about how we can instruct that.
2010년 4월 12일 월요일
Additional journal
Currently, I'm preparing the IELTS test in the British Council in Seoul, South Korea. Although I can't fully concentrate on the preparation because of lectures in my university, I'm developing some skills that might be useful in the IELTS test. While I am studying, I discover something.
In spite of the fact that my English is not as good as native speakers, I think my reading and listening is better than speaking and writing. There is a point that I'm going to say. I can recognise more words when I'm reading a passage. However, I don't, or may be, can't use the words I know. That means there is a big differences among the vocabulary between I can 'comprehend' and I can 'produce'.
As a candidate of being an English teacher and an English learner, how can I narrow the gap between comprehensible words and 'producable' words? I would like to know the way I can overcome the difference.
In spite of the fact that my English is not as good as native speakers, I think my reading and listening is better than speaking and writing. There is a point that I'm going to say. I can recognise more words when I'm reading a passage. However, I don't, or may be, can't use the words I know. That means there is a big differences among the vocabulary between I can 'comprehend' and I can 'produce'.
As a candidate of being an English teacher and an English learner, how can I narrow the gap between comprehensible words and 'producable' words? I would like to know the way I can overcome the difference.
2010년 3월 31일 수요일
Journal 5
The Topic of the journal
Summarize what you have learned about discourse markers. Tell us how much do you care discourse markers (consciously, unconsciously)when you read English texts?
My answer
Discourse markers show the relationship the writer intended between two parts of the text. Markers signal the sequence of events, discourse organization, and the writer’s point of view. Additive, adversative, casual, and disjuncts are kinds of markers. In addition, which is also a discourse marker, conjunctions are a subset of discourse markers.
Usually, I deal with these conjunctions unconsciously. I read the text and if I see a conjunction, I can predict what will come next. But, in sometimes, when the text is hard to understand, the conjunctions are a hint to comprehend the text. I can guess what the author really intended. I could see the flow of text by focusing on the discourse markers. Therefore, it sometimes becomes useful to appreciate the passage.
Summarize what you have learned about discourse markers. Tell us how much do you care discourse markers (consciously, unconsciously)when you read English texts?
My answer
Discourse markers show the relationship the writer intended between two parts of the text. Markers signal the sequence of events, discourse organization, and the writer’s point of view. Additive, adversative, casual, and disjuncts are kinds of markers. In addition, which is also a discourse marker, conjunctions are a subset of discourse markers.
Usually, I deal with these conjunctions unconsciously. I read the text and if I see a conjunction, I can predict what will come next. But, in sometimes, when the text is hard to understand, the conjunctions are a hint to comprehend the text. I can guess what the author really intended. I could see the flow of text by focusing on the discourse markers. Therefore, it sometimes becomes useful to appreciate the passage.
2010년 3월 30일 화요일
Journal 4
The Topic of the Journal
Think about how well you have trained word attack skills to effectively use three strategies (p.66-73) in English class throughout your secondary school years. What strategies were more highlighted? Or what strategies were ignored? Tell us how you want to teach word attack skills to your students in the future.
My writing
Now I’m reminding how I studied vocabulary when I was in high school. I could remind three ways. First, rote memorization of words. Second, use suffix and prefix. Last one, making an image of words with using the similar pronunciation between Korean and English. Of course, inferring the meaning of the words are used. Because some CSAT English test questions ask student to infer the meaning of the word. So inferring the words were important and practical method in Korean English education.
The method that I want to use is similar. I want to utilize suffix and prefix, inferring the words, of course, and repetition. I made special effort to memorize words but I learned new words naturally by facing the words repeatedly. In addition, as we can’t use dictionaries every time, making students be able to infer is crucial. Inferring is a powerful skill so that students don’t have to rely on dictionaries but can read texts more quickly without suffering difficulties.
Think about how well you have trained word attack skills to effectively use three strategies (p.66-73) in English class throughout your secondary school years. What strategies were more highlighted? Or what strategies were ignored? Tell us how you want to teach word attack skills to your students in the future.
My writing
Now I’m reminding how I studied vocabulary when I was in high school. I could remind three ways. First, rote memorization of words. Second, use suffix and prefix. Last one, making an image of words with using the similar pronunciation between Korean and English. Of course, inferring the meaning of the words are used. Because some CSAT English test questions ask student to infer the meaning of the word. So inferring the words were important and practical method in Korean English education.
The method that I want to use is similar. I want to utilize suffix and prefix, inferring the words, of course, and repetition. I made special effort to memorize words but I learned new words naturally by facing the words repeatedly. In addition, as we can’t use dictionaries every time, making students be able to infer is crucial. Inferring is a powerful skill so that students don’t have to rely on dictionaries but can read texts more quickly without suffering difficulties.
2010년 3월 19일 금요일
Journal 3
The Topic of the Journal
Suppose your younger brother, nine year old, does not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English is simply nightmare. He hates doing phonics workbook and memorizing words. He doesn't want to go to Hakwon anymore. Your mother is anxoius and worried about your brother, so asks you how to help him enjoy reading in English? What would you say?
My Writing
It seems as if he, 9-year-old brother, doesn't like phonics and memorizing words. It is not for him. I would rather try to make reading interesting and easier. I would recommend comic books or funny short story books, which also have audio or video recorded version. Surely, he has to be interested in the books. This is a prerequisite thing to use this method.
If he is interested in reading the book, he will try to understand what is written. For understanding, he may find words' meaning he doesn't know or try to analyse the structure of difficult sentences or use other strategy to read the book. By doing this, he may be able to improve his reading skills.
In addition, audio and video material may give a chance to him to learn the sound. By watching this material, he may discover the way of pronounce.
Suppose your younger brother, nine year old, does not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English is simply nightmare. He hates doing phonics workbook and memorizing words. He doesn't want to go to Hakwon anymore. Your mother is anxoius and worried about your brother, so asks you how to help him enjoy reading in English? What would you say?
My Writing
It seems as if he, 9-year-old brother, doesn't like phonics and memorizing words. It is not for him. I would rather try to make reading interesting and easier. I would recommend comic books or funny short story books, which also have audio or video recorded version. Surely, he has to be interested in the books. This is a prerequisite thing to use this method.
If he is interested in reading the book, he will try to understand what is written. For understanding, he may find words' meaning he doesn't know or try to analyse the structure of difficult sentences or use other strategy to read the book. By doing this, he may be able to improve his reading skills.
In addition, audio and video material may give a chance to him to learn the sound. By watching this material, he may discover the way of pronounce.
Journal 2
The Topic of the Journal
Reading must be the interaction of many variables in the reading process. What kinds of reading interaction have you experienced? Think about your reading process and try to apply your thought into any interaction model introduced in this chapter.
My writing
I could say interactive reading is a mixture of 'Top-down approach' and 'Bottom-up approach', according to the text book, page 17.
When I come up with while I'm reading the text book, I use both of them. For Top-down approach, I try to find topic sentence and general idea. Then I summarize what I've read. On the other hand, for Bottom-up approach, I always find the meaning of key or important words that I don't know.
In my case, I find the words first. Then I try to capture general idea of the paragraph and chapter. Therefore, I could say I use Bottom-up approach first and Top-down approach later.
Reading must be the interaction of many variables in the reading process. What kinds of reading interaction have you experienced? Think about your reading process and try to apply your thought into any interaction model introduced in this chapter.
My writing
I could say interactive reading is a mixture of 'Top-down approach' and 'Bottom-up approach', according to the text book, page 17.
When I come up with while I'm reading the text book, I use both of them. For Top-down approach, I try to find topic sentence and general idea. Then I summarize what I've read. On the other hand, for Bottom-up approach, I always find the meaning of key or important words that I don't know.
In my case, I find the words first. Then I try to capture general idea of the paragraph and chapter. Therefore, I could say I use Bottom-up approach first and Top-down approach later.
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