:::Teacher's Lesson:::
There is a story many years ago of an elementary teacher. Her name was Mrs. Thompson. And as she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same.
But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard. Mrs. Thompson had watched Teddy the year before and noticed that he didn't play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.
At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.
Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners...he is a joy to be around."
His second grade teacher wrote, "Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle."
His third grade teacher wrote, "His mother's death has been hard on him. He tries to do his best but his father doesn't show much interest and his home life will soon affect him if some steps aren't taken."
Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and sometimes sleeps in class."
By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper, except for Teddy's. His present which was clumsily wrapped in the heavy, brown paper that he got from a grocery bag.
Mrs. Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one quarter full of perfume. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.
Teddy Stoddard stayed after school that day just long enough to say, "Mrs. Thompson, today you smelled just like my Mom used to." After the children left she cried for at least an hour. On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children..
Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one her "teacher's pets."
A
year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life.
Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he ever had in his whole life.
Then four more years passed and yet another letter came.. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer -- the letter was signed, Theodore F. Stoddard, M.D.
The story doesn't end there. You see, there was yet another letter that spring. Teddy said he'd met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom. Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.
They hugged each, and Dr. Stoddard whispered in Mrs. Thompson's ear, "Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference."
Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."
2008년 6월 15일 일요일
Marginal Glosses
Marginal glosses are a standard feature of foreign-language readers. The few data-based studies on them, however, provide evidence that challenges their effectiveness.
:::Background:::
Genette groups glosses along with other elements such as the title, preface, and illustrations under the rubric"paratext." The function of the paratext is to facilitate the reception and consumption of the actual text. The practice of glossing dates from the Middle Ages, when a scripture verse, for example, would be surrounded by notes smaller than itself. It was then common for the gloss to occupy much more space than the text itself. In the sixteenth century, marginal glosses explicating specific segments of a passage were first utilized ; in the eighteenth, notes were moved to the bottom of the page.
Genette devotes and entire chapter of his lengthy essay to an analysis of the function of glosses in a fictional text, read in the first language. This investigation was limited to those glosses which are intended as aids during-reading in a foreign language.
Glosses are commonly used in foreign-language readers. Textbook writers maintain that glosses are necessary for fluent reading of a foreign-language text.
Glosses from eleven college French readers published from 1942 until 1988 were examined (Appendix). The table provides suuch information as how an item in the text is signaled as being glossed and what the editors tell the user about how and why they glossed the text. The almost half century represented by the readers in the table shows very little evolution in gloss format. The indication of a glossed term remains in 1988 as it was in 1942, a superscripted number. Notes are positioned at the bottom of side of the page.
:::Background:::
Genette groups glosses along with other elements such as the title, preface, and illustrations under the rubric"paratext." The function of the paratext is to facilitate the reception and consumption of the actual text. The practice of glossing dates from the Middle Ages, when a scripture verse, for example, would be surrounded by notes smaller than itself. It was then common for the gloss to occupy much more space than the text itself. In the sixteenth century, marginal glosses explicating specific segments of a passage were first utilized ; in the eighteenth, notes were moved to the bottom of the page.
Genette devotes and entire chapter of his lengthy essay to an analysis of the function of glosses in a fictional text, read in the first language. This investigation was limited to those glosses which are intended as aids during-reading in a foreign language.
Glosses are commonly used in foreign-language readers. Textbook writers maintain that glosses are necessary for fluent reading of a foreign-language text.
Glosses from eleven college French readers published from 1942 until 1988 were examined (Appendix). The table provides suuch information as how an item in the text is signaled as being glossed and what the editors tell the user about how and why they glossed the text. The almost half century represented by the readers in the table shows very little evolution in gloss format. The indication of a glossed term remains in 1988 as it was in 1942, a superscripted number. Notes are positioned at the bottom of side of the page.
2008년 6월 13일 금요일
:::Burning Question:::
Q1) In traditional Korean English learning classrooms, a large amount of class time is being spent for more teachers’ eliciting (stimulus/input) than students’ emitting the language (response/output). Is this the same case you experienced as a student? If so, what can you, as a teacher , do to change this pattern?
When I look back on my school days, A teacher dominated the classroom. They spoke most of the time, led activities, and constantly passed judgment on student performance.
As a teacher, I'll provide to the students a "student-centered" environment. In this environment, students will be given choices and be included in the decision-making processes of the classroom. I'll share a control of the classroom and students are going to be allowed to explore, experiment, and discover on their own. Their diverse thoughts and perspectives are going to be a necessary input to my class.
When I look back on my school days, A teacher dominated the classroom. They spoke most of the time, led activities, and constantly passed judgment on student performance.
As a teacher, I'll provide to the students a "student-centered" environment. In this environment, students will be given choices and be included in the decision-making processes of the classroom. I'll share a control of the classroom and students are going to be allowed to explore, experiment, and discover on their own. Their diverse thoughts and perspectives are going to be a necessary input to my class.
2008년 6월 11일 수요일
Reading Attitude
Reading attitude is a complex theoretical construct. It is defined in various ways, for example, "a system of feelings related to reading which causes the learner to approach or avoid a reading situation" or "a state of mind, accompanied by feelings and emotions, that make reading more or less probable".
According to an extensive and in-depth review of literature by Reeves, there is considerable agreement among contemporary researchers that reading attitude is defined by three components: cognitive (personal, evaluative beliefs), affective (feelings and emotions), and conative (action readiness and behavioral intentions). This tri-component view is most explicitly stated by Mathewson, and these components can also be identified in other major models dealing with reading attitude, such as those of McKenna and Ruddell and Unrau. Attempts to understand students' reactions to reading by using this tri-component model have now been reported.
The present study focuses on two of the three components of reading attitude: cognitive and affective. The reason for not including the conative component is due to the difficulty of operationalising it in the context in which the study was conducted, where, even if L2 (English) books and texts have become widely available, their availability cannot compete with L1 (Japanese) books and texts. The conative component pertains to actions and behaviors which may promote or hinder reading. For example, "going to a library frequently", which is one of the possible statements representing the conative component, would represent the L1 conative component, but it would not represent the L2 component, because not all libraries have English books, or even if some do, the collection is likely to be relatively small.
As mentioned above, the present study intends to investigate both L1 and L2 reading attitudes, and for this purpose, it attempts to construct an instrument that measures both L1 and L2 reading attitudes in a similar manner. Due to this constraint, the study focuses on cognitive and affective components, two of the components that are regarded as constituting reading attitude.
According to an extensive and in-depth review of literature by Reeves, there is considerable agreement among contemporary researchers that reading attitude is defined by three components: cognitive (personal, evaluative beliefs), affective (feelings and emotions), and conative (action readiness and behavioral intentions). This tri-component view is most explicitly stated by Mathewson, and these components can also be identified in other major models dealing with reading attitude, such as those of McKenna and Ruddell and Unrau. Attempts to understand students' reactions to reading by using this tri-component model have now been reported.
The present study focuses on two of the three components of reading attitude: cognitive and affective. The reason for not including the conative component is due to the difficulty of operationalising it in the context in which the study was conducted, where, even if L2 (English) books and texts have become widely available, their availability cannot compete with L1 (Japanese) books and texts. The conative component pertains to actions and behaviors which may promote or hinder reading. For example, "going to a library frequently", which is one of the possible statements representing the conative component, would represent the L1 conative component, but it would not represent the L2 component, because not all libraries have English books, or even if some do, the collection is likely to be relatively small.
As mentioned above, the present study intends to investigate both L1 and L2 reading attitudes, and for this purpose, it attempts to construct an instrument that measures both L1 and L2 reading attitudes in a similar manner. Due to this constraint, the study focuses on cognitive and affective components, two of the components that are regarded as constituting reading attitude.
The Reading Process
Reading is an interactive-constructive process in which readers comprehend, interpret, and respond to text according to what they already know. Effective readers "have personal expectations about what they will get from a selection, and they bring those expectations to bear as they read by predicting and testing their predictions. They actively create meaning by constructing, or generating, relationships between what is within the text and what they already know" (Hennings, 1994, p. 456). See the diagram that follows.
In both the cognitive and affective positions, many factors affect the meaning that readers make of the text. Reading comprehension is influenced by the reader's world knowledge, linguistic knowledge, text structure knowledge, and metacognitive knowledge.
2008년 6월 10일 화요일
What Would I Like To Read?
:::S Korea beef protesters detained:::
South Korean police have clashed with demonstrators in the capital Seoul during protests over government plans to resume US beef imports.
They fired water cannon and arrested more than 200 of the protesters, who say the move does not protect consumers against mad cow disease. 
At least 20,000 people gathered in Seoul for the latest in a month-long series of rallies on the issue.
Polls say the popularity of President Lee Myung-Bak has plummeted.
The worst clashes occurred when some protesters tried to march toward the presidential residence, the Blue House.
Police deployed water cannon in three areas to try to disperse the crowds. Dozens of people were hurt.
Washington deal
Seoul's beef market was closed to US imports in 2003 after the first US case of the disease was found in a Canadian-born cow in Washington state.
Under a deal reached with Washington in April, Seoul agreed to accept all cuts of US beef from cattle of all ages.
Other US trading partners such as Japan still will not do so because of concerns over mad cow disease and its deadly human variant, Creutzfeldt-Jakob disease.
The deal was announced during a visit to the US by President Lee, and was described by his critics as a move to please Washington.
Reports say the reaction to the deal has taken him by surprise.
Mr Lee took office in February on a wave of popularity, vowing to improve the economy.
Extensive Reading
Extensive reading is one of the ways of teaching reading. According to Richards and Schmidt, "extensive reading means reading in quantity and in order to gain a general understanding of what is read."
Thus, although there are variations in the ways in which an extensive reading programme is administered, extensive reading programmes share the basic tenet that students read a relatively large amount of texts compared with what is called intensive reading, which usually involves a slower reading of a relatively small amount of materials and often with translation exercises, particularly in a foreign language situation. In extensive reading programmes, students read relatively simpler materials than in intensive reading programmes, and they are not usually required to demonstrate understanding to a degree as detailed as they would in intensive reading programmes. Instead, students are expected to read a large amount of texts while enjoying reading. Extensive reading, as partly mentioned above, "is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading".
A considerable amount of research has been undertaken to examine whether extensive reading has beneficial results. Gains in various aspects of learners' abilities, such as general linguistic proficiency, reading, writing, vocabulary, and spelling, have been investigated. Positive effects of extensive reading on learners' affects, such as motivation and attitude, have been reported. Although there have been some criticisms of research methodology, and the results concerning the effect on learners' development have not always been clear-cut, researchers and educators involved in L2 instruction have become increasingly aware of the importance of extensive reading.
The previous studies on extensive reading were mainly interested in its effects on learners' development. The present study takes a different approach in terms of the cause-effect relationship of included variables. Previous studies treated extensive reading as a possible cause and other factors as the effects. In the current study, learners' performance in extensive reading is treated as the effect, and learners' attitudes towards reading in L1 and L2 are treated as possible causes.
Thus, although there are variations in the ways in which an extensive reading programme is administered, extensive reading programmes share the basic tenet that students read a relatively large amount of texts compared with what is called intensive reading, which usually involves a slower reading of a relatively small amount of materials and often with translation exercises, particularly in a foreign language situation. In extensive reading programmes, students read relatively simpler materials than in intensive reading programmes, and they are not usually required to demonstrate understanding to a degree as detailed as they would in intensive reading programmes. Instead, students are expected to read a large amount of texts while enjoying reading. Extensive reading, as partly mentioned above, "is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading".
A considerable amount of research has been undertaken to examine whether extensive reading has beneficial results. Gains in various aspects of learners' abilities, such as general linguistic proficiency, reading, writing, vocabulary, and spelling, have been investigated. Positive effects of extensive reading on learners' affects, such as motivation and attitude, have been reported. Although there have been some criticisms of research methodology, and the results concerning the effect on learners' development have not always been clear-cut, researchers and educators involved in L2 instruction have become increasingly aware of the importance of extensive reading.
The previous studies on extensive reading were mainly interested in its effects on learners' development. The present study takes a different approach in terms of the cause-effect relationship of included variables. Previous studies treated extensive reading as a possible cause and other factors as the effects. In the current study, learners' performance in extensive reading is treated as the effect, and learners' attitudes towards reading in L1 and L2 are treated as possible causes.
2008년 6월 9일 월요일
:::What Good Readers Do:::
Good readers are active readers. From the outset they have clear goals in mind for their reading. They constantly evaluate whether the text, and their reading of it, is meeting their goals. Good readers typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals. As they read, good readers frequently make predictions about what is to come. They read selectively,continually making decisions about their reading -what to read carefully, what to read quickly, what not to read, what to re-read, and so on.
Good readers construct, revise, and question the meanings they make as they read. They draw upon, compare, and integrate their prior knowledge with material in the text. They think about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. They monitor their understanding of the text, making adjustments in their reading as necessary. Good readers try to determine the meaning of unfamiliar words and concepts in the text, and deal with inconsistencies or gaps as needed. They evaluate the text’s quality and value, and react to the text in a range of ways, both intellectual and emotional.
Good readers read different kinds of text differently. For example, when reading narrative, good readers attend closely to the setting and characters; when reading expository text, these readers frequently construct and revise summaries of what they have read. For good readers, text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. Comprehension is a consuming and complex activity, but one that, for good readers, is typically both satisfying and productive.
Good readers construct, revise, and question the meanings they make as they read. They draw upon, compare, and integrate their prior knowledge with material in the text. They think about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. They monitor their understanding of the text, making adjustments in their reading as necessary. Good readers try to determine the meaning of unfamiliar words and concepts in the text, and deal with inconsistencies or gaps as needed. They evaluate the text’s quality and value, and react to the text in a range of ways, both intellectual and emotional.
Good readers read different kinds of text differently. For example, when reading narrative, good readers attend closely to the setting and characters; when reading expository text, these readers frequently construct and revise summaries of what they have read. For good readers, text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. Comprehension is a consuming and complex activity, but one that, for good readers, is typically both satisfying and productive.
Individual Web Project: Self-Acess Reading Resources for L2 readers
1.Choose the target students and curriculum
-Middle school third grade/Publisher: 천재교육
2. Consider the purpose of providing web reading resources (eg. inclass? out-of class? or supplement materials for all students? or for a certain group of students? for what reasons?)
-out-of class
-The purpose of providing reading resources is to give supplement materials to some students who want to know about the chapters before learning them. It could be helpful for students to build their prior knowlege about the matters of the chapters. So, students can understand the contents of the text book better while they actually read the chapters. These reading resources would be suitable for advanced students.
3. Create your collection plot (e.g. five categories with 5 for each)
-7 categories with 5 for each
4. Define your reading categories (topic-based? chapter-based purpose-based, or genre-based or skills/strategy-based?
-I categorized the reading resources according to the topic of the chapters.
5. Collect the web resources carefully considering your purposes, target students, and etc.
6. Post your collection to your blog
-Please look at the side of this page:)
-Middle school third grade/Publisher: 천재교육
2. Consider the purpose of providing web reading resources (eg. inclass? out-of class? or supplement materials for all students? or for a certain group of students? for what reasons?)
-out-of class
-The purpose of providing reading resources is to give supplement materials to some students who want to know about the chapters before learning them. It could be helpful for students to build their prior knowlege about the matters of the chapters. So, students can understand the contents of the text book better while they actually read the chapters. These reading resources would be suitable for advanced students.
3. Create your collection plot (e.g. five categories with 5 for each)
-7 categories with 5 for each
4. Define your reading categories (topic-based? chapter-based purpose-based, or genre-based or skills/strategy-based?
-I categorized the reading resources according to the topic of the chapters.
5. Collect the web resources carefully considering your purposes, target students, and etc.
6. Post your collection to your blog
-Please look at the side of this page:)
2008년 6월 4일 수요일
About Using Dictionary
:::My Side of Opinion:::
When I catch a word that I don't know while I am reading, sometimes it is hard for me to be patient for using the dictionary.
However, I don't think it is good idea that we reach for the dictionary as soon as we see an unfamiliar word. If we read the whole sentence carefully, The meaning of the unfamiliar word may become obvious from context or we may conclude that we have comprehended enough not to have to bother with looking it up.
There is always a good chance that clues to a word's meaning may appear later in the paragraph because writers often try to help their readers understand by giving additional explanations, definitions, and clarifications.
When I catch a word that I don't know while I am reading, sometimes it is hard for me to be patient for using the dictionary.
However, I don't think it is good idea that we reach for the dictionary as soon as we see an unfamiliar word. If we read the whole sentence carefully, The meaning of the unfamiliar word may become obvious from context or we may conclude that we have comprehended enough not to have to bother with looking it up.
There is always a good chance that clues to a word's meaning may appear later in the paragraph because writers often try to help their readers understand by giving additional explanations, definitions, and clarifications.
2008년 6월 3일 화요일
::::My First Language Acquisition Theory::::
Language is not only a system for representing things, actions, ideas, and states but also a tool which people can use to communicate their concepts of reality in to the minds of others.
Basically, I agree with the nativist theories of language acquisition, which means the children are born with innate capacity for learning languages.
Considering my own experiences, however, Language acquisition strongly depends upon the child being exposed to language. I have 12 years old younger sister who has big age difference with me. As I look back upon the time when she was about age 4, I remember her saying a word which I repeated so many times around her to make her say it. Now, I believe that the language a child acquire is that of his/her surroundings.
Actually, some of researches show that children who are deprived of their linguistic environments simply do not begin to speak spontaneously. Although question of how the human being acquires a first language hasn't been answered to anyone's complete satisfaction, but it seems clear to me that the basic capacity to learn language is innate, while the particular form or meaning connections of individual languages are acquired through prolonged exposure to a specific speech community(mostly family).
Comment on the Article below
:::About Peaceful Candlelight Vigil In Korea:::
South Koreans started a candlelight vigil on 2 May and since then they have been running the same concept of protests 16 times. The protest has started against the US beef import! and anxiety on mad cow disease to ask Korean government and president Lee to reconsider the details of US beef import! agreement. Thousands of people have gathered with thousands of candles at the heart of Seoul, the capital of South Korea to change the government's decision. 70% of people who joined the protest were teenage girls and their parents, and lots of foreigners living in Korea, teachers, children, businessmen and students went to speak out their opinions.
However, government's reaction on their peaceful protest made people frustrated. They claimed those normal people as 'victims of propaganda spread by their political enemies' and insisted those teenage girls were 'brainwashed' by media, teachers and Internet, therefore the government must lead them into 'right way' by strengthen rules and regulations. The government started regulating major Internet portal sites and community sites, as well as video and photo sharing sites. Posts uploaded were disappeared; Results of public votes against president and the government were ignored. Some high school students got visited by police during their school lecture and had to go to police because they wrote posts against the government's decision. Human right of students were totally ignored and many of them have been threatened by school and police not to tell what have happened to them to public.
Yes, it sounds like a long story, but everything has happened in a month, in May 2008. The government might has concluded if they could control the media then they could close people's eyes and mouths. On 24 May, while people were still doing the protest, the CCTV on the street was suddenly switched off and police started to crackdown people in a violent way. They kicked a pregnant woman, pulled a teenage girl's hair to grab her, hit people by their shields and took wheelchair away from a disabled woman. Bloods and screams were spread and more than 10 people were taken to police station. They even broke media reporters' cameras to prevent them to report the situation.
However on the next day, 25 May, there was 'nothing happened' on media. Only a few newspapers could report the news, but they had to pay for their 'wrong decision' since the beginning of May, when they started to report what has really been happening in Seoul. Advertisers have been refused to put their ads on those newspapers, but Internet communities, anti-politics websites, and Korean citizens gathered money to support them and to run advertisings for informing the truth of U.S beef agreement and how they have been suffered from the government's pressure. They could run their advertising on those newspapers and support them at the same time.
Anyway, people were shocked by nothing has happened on major newspapers and TV sites. One of Korean major TV broadcast, SBS, reported the news but they insisted it was a 'peaceful' demonstration as usual, and they also said the video clip spread online was not true and it was the clip in the past. People started get really annoyed and decided to go on the street again, with their laptops, mobiles and cameras. And, what has happened at night on 25 May and early morning on 26 May, I could not believe my eyes and ears. My cousin reported me that two of his friends were injured their backs by police shields and sent to emergency. I could see lots of violence, screaming people, and people taken to police from the video clip.
We are living in a small world nowadays. We can easily read even small things everyday happening in everywhere in the world, such as 'what Hollywood superstar bought in a local supermarket yesterday'. Therefore I do not understand what has happened with International media and why they did not report what happened in Korea, although there were many famous scientists, professors, and people from abroad in protest.
I love my country more than anything in the world, because Korea is where I was born, where I was raised, and where I have people I love the most. I believe the power of people, the greatness of democracy.
2008년 6월 2일 월요일
What Would I Like To Read?
S. Korea delays U.S. beef imports
SEOUL, South Korea (CNN) -- South Korea is delaying its planned resumption of U.S beef imports in the face of mounting protests, state media said Monday.
The government has put off the final administrative step needed to resume imports after a request from the ruling party, the news agency Yonhap said.
The news account did not say how long the delay would last.
The country announced Thursday that it would resume importing U.S. beef as early as this month.
It had banned imports in 2003 amid concerns over a case of mad cow disease in the United States. The ban closed what was then the third-largest market for U.S. beef exporters.
Soon after last week's announcement, thousands of people responded with regularly-staged protests, chanting "We don't want crazy cows."
The news account did not say how long the delay would last.
The country announced Thursday that it would resume importing U.S. beef as early as this month.
It had banned imports in 2003 amid concerns over a case of mad cow disease in the United States. The ban closed what was then the third-largest market for U.S. beef exporters.
Soon after last week's announcement, thousands of people responded with regularly-staged protests, chanting "We don't want crazy cows."
Authorities dispatched more than 10,000 riot police everyday to keep the peace, Yonhap said.
More than 40,000 protesters gathered in central Seoul late Saturday night. Police detained more than 200 of them after they clashed with officers.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
More than 40,000 protesters gathered in central Seoul late Saturday night. Police detained more than 200 of them after they clashed with officers.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
More than 40,000 protesters gathered in central Seoul late Saturday night. Police detained more than 200 of them after they clashed with officers.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
The party had been working to soothe tensions, saying that American beef is safe to eat and that adequate safety precautions have been taken.
In 2003, the United States exported $815 million pounds of beef and beef variety meats to South Korea. The U.S. beef industry has lost up to $4 billion since the market closed, according to the U.S. Meat Export Federation.
Journal 8
Teaching vocabulary in reading
Building an adequate vocabulary usually comes slowly. It requires a strong desire to build word power, wide reading, practice in mastering words and using the words in oral and written communication. Most important, it requires a systematic, deliberate attempt to develop word power on a daily basis. Every student should know his dictionary well and consider it his most important reference book. Our vocabulary work will be limited to commonly used words (from the text mainly) and to be specialized vocabulary of reading.
Distributed or spaced practice, even for a few minutes throughout the day, is a very effective and painless way of building a good vocabulary. Unless the students can readily learn from lists, the card method best serves frequent practice. This method also can be used as Pre-reading activity before reading texts.
Method 1 :::Using cards or paper:::
①Write the vocabulary word with its syllabic breakdown and diacritical markings on one side.
On the reverse side, write the meaning appropriate to the verbal context (phrase or sentence in which the word appears).
②Add other meanings as most words have multiple meanings.
③Write a phrase or sentence using the word.
Have students Keep a few of these cards with them and review them quickly while waiting throughout the day. Replace the learned words with new words throughout the week. This way students will really master words instead of just possibly doing well on the test but forgetting them in a few days. What a waste of time this would be!
Method 2 :::The most practical way to get at the meaning of a word while reading is:::
①Try to determine the meaning from the verbal context (this may extend beyond the immediate words to the paragraph or article).
②Analyze the word structurally:
-What does the root or base mean?
-the prefix(es)?
-suffix(es)?
-Put them together.
-This will give you a clue to the word's meaning.
③Have students Say the word. Sometimes pronouncing it will help them to recognize it. It may be a word students have heard many times but never saw in print.
④Unless the meaning of a word is absolutely central to understanding the idea discussed, it'd better ask students to put off the interruption of looking it up immediately. Instead, let students make a light pencil check in the margin. When they finish the article or chapter, ask them to look up all the words check and make cards. As most words have multiple meanings, have students consider the verbal context in which the words appear so that students will select the correct meaning. Have students keep in their minds that the first one mentioned in the dictionary may not be the appropriate meaning for the context.
HOW IS VOCABULARY IMPORTANT??
All models of reading recognize the importance of vocabulary, but the interactive model goes further. Not only is a large vocabulary important, it is a prerequisite to fluent reading skills. Since automatic word recognition is more important to fluent processing of text than context clues as a first strategy, large-scale development of recognition vocabulary is crucial. The importance of vocabulary is not only related to the number of words, but also to the number of times that these words are encountered and retrieved in texts.
:::Multiple exposures in multiple contexts:::
One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often. According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
Building an adequate vocabulary usually comes slowly. It requires a strong desire to build word power, wide reading, practice in mastering words and using the words in oral and written communication. Most important, it requires a systematic, deliberate attempt to develop word power on a daily basis. Every student should know his dictionary well and consider it his most important reference book. Our vocabulary work will be limited to commonly used words (from the text mainly) and to be specialized vocabulary of reading.
Distributed or spaced practice, even for a few minutes throughout the day, is a very effective and painless way of building a good vocabulary. Unless the students can readily learn from lists, the card method best serves frequent practice. This method also can be used as Pre-reading activity before reading texts.
Method 1 :::Using cards or paper:::
①Write the vocabulary word with its syllabic breakdown and diacritical markings on one side.
On the reverse side, write the meaning appropriate to the verbal context (phrase or sentence in which the word appears).
②Add other meanings as most words have multiple meanings.
③Write a phrase or sentence using the word.
Have students Keep a few of these cards with them and review them quickly while waiting throughout the day. Replace the learned words with new words throughout the week. This way students will really master words instead of just possibly doing well on the test but forgetting them in a few days. What a waste of time this would be!
Method 2 :::The most practical way to get at the meaning of a word while reading is:::
①Try to determine the meaning from the verbal context (this may extend beyond the immediate words to the paragraph or article).
②Analyze the word structurally:
-What does the root or base mean?
-the prefix(es)?
-suffix(es)?
-Put them together.
-This will give you a clue to the word's meaning.
③Have students Say the word. Sometimes pronouncing it will help them to recognize it. It may be a word students have heard many times but never saw in print.
④Unless the meaning of a word is absolutely central to understanding the idea discussed, it'd better ask students to put off the interruption of looking it up immediately. Instead, let students make a light pencil check in the margin. When they finish the article or chapter, ask them to look up all the words check and make cards. As most words have multiple meanings, have students consider the verbal context in which the words appear so that students will select the correct meaning. Have students keep in their minds that the first one mentioned in the dictionary may not be the appropriate meaning for the context.
HOW IS VOCABULARY IMPORTANT??
All models of reading recognize the importance of vocabulary, but the interactive model goes further. Not only is a large vocabulary important, it is a prerequisite to fluent reading skills. Since automatic word recognition is more important to fluent processing of text than context clues as a first strategy, large-scale development of recognition vocabulary is crucial. The importance of vocabulary is not only related to the number of words, but also to the number of times that these words are encountered and retrieved in texts.
:::Multiple exposures in multiple contexts:::
One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often. According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
2008년 5월 22일 목요일
The Stanovich Model
Keith Stanovich’s ‘Interactive-Compensatory Model’ of the reading process(1984) is now more widely accepted among reading researchers than Goodman’s model. Stanovich points out that reading involves a number of interactions withthe text. One of the most important of these is the reader’s allocation of‘processing capacity’ to the text. Fluent readers need less processing capacity for word recognition, freeing more capacity for comprehension. If there are problems with word recognition, more resources are allocated to that part of the reading process, at the expense of some of the capacity for comprehension.
2008년 5월 21일 수요일
::::Burning Question:::
Do we have advantages as adult language learners
compared with children?
Mostly, people believe that children have more benefits in learning English than adults have. However, adults do have some advantages, too.
First, they already know one language (and sometimes more than one) quite well, so they have practiced with the linguistic capacities that speed language acquisition. Second, when it comes to reading texts, adult learners are aware of using reading strategies and skills while children are not.
Therefore, we should not be surprised at the fact that adult learners achieve basic proficiency in learning English more rapidly than children.
2008년 5월 20일 화요일
Journal 7
How does your individual web project help your students extensive readindg? How can you use your collection for real teaching?
Through my web reading resources, I believe that students can get background information for the chapters. Students can understand the contents of the text book better while they actually learn about the chapters and they can get the idea of other stuff related to the topic of chapter for their schemata.
For using this material in their extensive reading, students can visit the web sites that I linked according to the topic of the lessons. For example, when students click the Test for geograghy knowledge of Geography section in marginal area, students can be tested for their geography knowledgy. They also can learn not only for the part from the text book, but also for their extensive knowledgy about geography.
This kind of supplemental stuff is going to be helpful for students to access extensive L2 reading materials. Extensive reading shows how reading large quantities of books and other materials can provide students with essential practice in learning to read and help them develop a positive attitude towards reading, which is sometimes missed in second language classes.
Through my web reading resources, I believe that students can get background information for the chapters. Students can understand the contents of the text book better while they actually learn about the chapters and they can get the idea of other stuff related to the topic of chapter for their schemata.
For using this material in their extensive reading, students can visit the web sites that I linked according to the topic of the lessons. For example, when students click the Test for geograghy knowledge of Geography section in marginal area, students can be tested for their geography knowledgy. They also can learn not only for the part from the text book, but also for their extensive knowledgy about geography.
This kind of supplemental stuff is going to be helpful for students to access extensive L2 reading materials. Extensive reading shows how reading large quantities of books and other materials can provide students with essential practice in learning to read and help them develop a positive attitude towards reading, which is sometimes missed in second language classes.
2008년 5월 19일 월요일
What Is Extensive Reading? (during the class)
intensive<>extensive
1.We cannot actually read texts intensively cause we need deal with alot of information.
2. many esl learners are getting bored studying english. they never enjoy reading english and lost their interests.
3. many school developed extensive reading programs recently
4. The more reading directly means the better writing
5. It helps increasing knowledge of vocabruary
6. We'd better get accustomed to extensive reading(gathering information) for career
*SALC is one of the key notion of extensive reading.
1.We cannot actually read texts intensively cause we need deal with alot of information.
2. many esl learners are getting bored studying english. they never enjoy reading english and lost their interests.
3. many school developed extensive reading programs recently
4. The more reading directly means the better writing
5. It helps increasing knowledge of vocabruary
6. We'd better get accustomed to extensive reading(gathering information) for career
*SALC is one of the key notion of extensive reading.
2008년 5월 18일 일요일
Essay Info
:::Narrowing Down The Topic:::
In narrowing down your topic, you should consider the following ideas:
1. Identify and define the main elements of the topic that you have chosen and look at the different ways that they can be applied to the primary material of your essay.
2. Pay attention to the length that the professor has assigned for the essay. The length can dictate the amount of information that you will be able to fit into your paper. The length will also dictate the number of body parts that you will be able to use to support your thesis. As a general rule, the shorter the essay, the more limited and precise the topic will be. The longer the essay, the more space you will have to explore your topic and its implications and complexity.
3. In narrowing down your topic, pay attention to the specific aspects of the topic that are addressed within the primary text(s) for your essay and within class discussion. This will give you an indication of the specific ways that you can write about your source material. Professors are usually looking for a specific topic that addresses one of the central ideas of the material that you are studying. Choose the specific aspect that you feel runs through as much of the text as possible. This will afford you a topic that can be developed through the course of the primary source(s) to present your reading audience with a clearer view of the text or the ideas that dominate the material.
4. If you have any doubts about how you can find a specific aspect to address within the assigned topics, or if you are unsure as to which aspect you should focus on, do not hesitate to contact your professor for guidance. Often, this can save you a great deal of wasted effort and can help to focus your attention on a specific avenue for researching your topic.
What Would I Like To Read?
Why Americans, As Well as Koreans,
Should Be Worried About Mad Cow Tainted USA Beef
By Terry S. Singeltary Sr.
May 15, 2008
Web Note: This is an important commentary by Terry S. Singeltary Sr., on a recent Business Week story on the controversy in South Korea over their government's lifting on the ban on conventional (non-organic) beef, despite the fact that the USDA is still allowing slaughterhouse waste and blood and manure to be fed to cows, and refusing to test all cows at slaughter. See the Mad Cow section of the OCA website for in-depth information. Terry is a regular blogger on the OCA website on Mad Cow issues.
One Korean official says the probability of a human being catching a mad cow disease by eating U.S. beef is like the one of a golf player scoring a hole-in-one and then being killed by lightning.
this is typical BSE(Bovine Spongiform Encephalopathy). you here industry groups comment 'your more likely to get hit by a car than die from CJD'. well, maybe so, but my mother and many more did not die from getting hit by a car, they died from CJD, my mothers being the hvCJD (confirmed), and my neighbors mother died from CJD (confirmed). the UKBSEnvCJD _only_ theory is incorrect. there are more strains of mad cow than the UK BSE in beef to nvCJD in humans in the UK. The deception by the USDA, FDA, and the Bush administration about mad cow disease, CJD, and all Transmissible Spongiform Encephalopathy over the past 8 years have been outrageous, to a point of being criminal. I am vested in nothing, but the truth.
"South Korea may demand revision of US beef import pact"
"The agreement, struck last month, has been widely criticized as making too"
"many concessions to the United States"
THE PEOPLE of Korea _should_ be mad about the importing of USA beef into their Country. can you believe these regulations? even IF a BSE case(s) are documented in the USA, the people of Korea still cannot suspend the importing of U.S. beef, NO matter how many more mad cows the USA finds, until a thorough epidemiological investigation is finished. please remember, it took over a year and literally an act of congress to confirm the atypical mad cow in Texas before they finally finish that epidemiological investigation, and even after all that, the Koreans still cannot ban USA beef, until the OIE recognizes an adverse change in the classification of the U.S. BSE status. Considering the USDA and the OIE collaborated to seal the deal of the BSE MRR policy (the legal trading of all strains of TSE globally, just for commodities and futures sake, human health was not even considered), I doubt the OIE would ever change the BSE status for the USA, no matter how many more mad cows are found. It's all about money folks.
WE are talking years now, before the Koreans could ever suspend USA beef due to a BSE case(s) ever being documented in the USA, due to these stupid regulations. This is nothing more than FORCE FEEDING KOREA USDA MAD COW BEEF, i.e. all for a dollar, to hell with human health on a disease with an incubation period of years if not a decade or more.
Please remember, the last two mad cows documented in the USA i.e. Alabama and Texas, both were of the 'atypical' BSE strain, and immediately after that, the USDA shut down the testing from 470,000 to 40,000 in the U.S. in 2007 out of about 35 million cattle slaughtered. also, science is showing that some of these atypical cases are more virulent to humans than the typical UK BSE strain ;
***Atypical forms of BSE have emerged which, although rare, appear to be more virulent than the classical BSE that causes vCJD.***
Progress Report from the National Prion Disease Pathology Surveillance Center
An Update from Stephen M. Sergay, MB, BCh & Pierluigi Gambetti, MD
April 3, 2008
http://www.aan.com/news/?event=read&article_id=4397&page=...
IF BSE is not in the USA (just not documented for many different reasons), and only atypical BSE is in the USA (plus CWD, plus, many strains of Scrapie, and Now the Nor-98 documented in 5 different states, plus TME, then why would human mad cow in the USA look like the UK nvCJD from UK BSE cows ? it was shown long ago in studies at Mission Texas that experimental transmission of USA Scrapie to USA Bovine, DID NOT LOOK LIKE UK BSE. so again, in short, why would human mad cow in the USA look like human mad cow in the UK i.e. the (nvCJD). however, I believe that BSE has been in the USA untested and undocumented for years. why on earth then does the USDA refuse to allow creekstone or anyone else test their product? simple, if you don't look/test, you don't find.
ONE only has to read how the USDA et al have legally blocked, blundered, botched, mismanaged, bungled, floundered, and flat out manipulated, the testing in the infamous June 2004 enhanced cover-up program for mad cow surveillance and testing. I mean, I am not really to hip on THE INDUSTRY, testing for mad cow disease, and what that program might consist of, but anything is better than nothing at all. ...
Tuesday, May 13, 2008
Concerned Americans against Mad Cow Disease STATEMENT OF SOLIDARITY with Koreans May 13, 2008
Should Be Worried About Mad Cow Tainted USA Beef
By Terry S. Singeltary Sr.
May 15, 2008
Web Note: This is an important commentary by Terry S. Singeltary Sr., on a recent Business Week story on the controversy in South Korea over their government's lifting on the ban on conventional (non-organic) beef, despite the fact that the USDA is still allowing slaughterhouse waste and blood and manure to be fed to cows, and refusing to test all cows at slaughter. See the Mad Cow section of the OCA website for in-depth information. Terry is a regular blogger on the OCA website on Mad Cow issues.
One Korean official says the probability of a human being catching a mad cow disease by eating U.S. beef is like the one of a golf player scoring a hole-in-one and then being killed by lightning.
this is typical BSE(Bovine Spongiform Encephalopathy). you here industry groups comment 'your more likely to get hit by a car than die from CJD'. well, maybe so, but my mother and many more did not die from getting hit by a car, they died from CJD, my mothers being the hvCJD (confirmed), and my neighbors mother died from CJD (confirmed). the UKBSEnvCJD _only_ theory is incorrect. there are more strains of mad cow than the UK BSE in beef to nvCJD in humans in the UK. The deception by the USDA, FDA, and the Bush administration about mad cow disease, CJD, and all Transmissible Spongiform Encephalopathy over the past 8 years have been outrageous, to a point of being criminal. I am vested in nothing, but the truth.
"South Korea may demand revision of US beef import pact"
"The agreement, struck last month, has been widely criticized as making too"
"many concessions to the United States"
THE PEOPLE of Korea _should_ be mad about the importing of USA beef into their Country. can you believe these regulations? even IF a BSE case(s) are documented in the USA, the people of Korea still cannot suspend the importing of U.S. beef, NO matter how many more mad cows the USA finds, until a thorough epidemiological investigation is finished. please remember, it took over a year and literally an act of congress to confirm the atypical mad cow in Texas before they finally finish that epidemiological investigation, and even after all that, the Koreans still cannot ban USA beef, until the OIE recognizes an adverse change in the classification of the U.S. BSE status. Considering the USDA and the OIE collaborated to seal the deal of the BSE MRR policy (the legal trading of all strains of TSE globally, just for commodities and futures sake, human health was not even considered), I doubt the OIE would ever change the BSE status for the USA, no matter how many more mad cows are found. It's all about money folks.
WE are talking years now, before the Koreans could ever suspend USA beef due to a BSE case(s) ever being documented in the USA, due to these stupid regulations. This is nothing more than FORCE FEEDING KOREA USDA MAD COW BEEF, i.e. all for a dollar, to hell with human health on a disease with an incubation period of years if not a decade or more.
Please remember, the last two mad cows documented in the USA i.e. Alabama and Texas, both were of the 'atypical' BSE strain, and immediately after that, the USDA shut down the testing from 470,000 to 40,000 in the U.S. in 2007 out of about 35 million cattle slaughtered. also, science is showing that some of these atypical cases are more virulent to humans than the typical UK BSE strain ;
***Atypical forms of BSE have emerged which, although rare, appear to be more virulent than the classical BSE that causes vCJD.***
Progress Report from the National Prion Disease Pathology Surveillance Center
An Update from Stephen M. Sergay, MB, BCh & Pierluigi Gambetti, MD
April 3, 2008
http://www.aan.com/news/?event=read&article_id=4397&page=...
IF BSE is not in the USA (just not documented for many different reasons), and only atypical BSE is in the USA (plus CWD, plus, many strains of Scrapie, and Now the Nor-98 documented in 5 different states, plus TME, then why would human mad cow in the USA look like the UK nvCJD from UK BSE cows ? it was shown long ago in studies at Mission Texas that experimental transmission of USA Scrapie to USA Bovine, DID NOT LOOK LIKE UK BSE. so again, in short, why would human mad cow in the USA look like human mad cow in the UK i.e. the (nvCJD). however, I believe that BSE has been in the USA untested and undocumented for years. why on earth then does the USDA refuse to allow creekstone or anyone else test their product? simple, if you don't look/test, you don't find.
ONE only has to read how the USDA et al have legally blocked, blundered, botched, mismanaged, bungled, floundered, and flat out manipulated, the testing in the infamous June 2004 enhanced cover-up program for mad cow surveillance and testing. I mean, I am not really to hip on THE INDUSTRY, testing for mad cow disease, and what that program might consist of, but anything is better than nothing at all. ...
Tuesday, May 13, 2008
Concerned Americans against Mad Cow Disease STATEMENT OF SOLIDARITY with Koreans May 13, 2008
journal 6
Option 1: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.
Option 1
When I read some materials such as newspapers, magazines, text books, my schema starts activating my existing -relevant prior knowledge. Actually, I am that kind of reader who totally relies on their schema during the reading process. Once I realize I have background knowledge about the topic of the text that I'm about to read, I feel kind of relieved and I'm really eager to read the text until the end. For example, I can easily read fashion magazines and the articles about movies. It could be assumed that I have enough schemas(vocabulary of fashion and movie-related words) to understand those texts. However, if I found the context difficult, which means I have little background knowledge related to the topic, I would get scared and might be afraid to read the rest of the text. It usually happens to me when I read about something relevant to a science or politics.
Therefore, given all my experiences and lots of researches about reading, a schema which individuals have definitely affects one's reading process.
Option 2
::: Activity:::
YES/NO . . . WHY?
CHARTING STRATEGIES FOR ACTIVATING BACKGROUND KNOWLEDGE
WHO
This activity can be designed to provide young or poor readers with the prerequisite background knowledge for interpreting a passage as well as a way offraming their thinking for future reading. These strategies can also be usedwith nonreaders by having the text read aloud and the nonreaders respond orally.
WHAT
Any appropriate narrative or expository text.
DIRECTION
To introduce this activity, explain ‘yes’ and ‘no’ statementsand give sample reasons for each. (A ‘yes’ statement reflects an idea in theparagraph/passage that a reader knows about, appreciates, or understands. A‘no’ statement reflects an idea in a paragraph/passage that a reader dislikes,disputes, or does not comprehend.)
Begin reading the text, demonstrating the use of ‘yes’ and ‘no’ statements along with reasons why for each statement. Continue reading, inviting readers to join in. After you have a sense that they understand the procedure, ask the readers to complete the text independently, filling in the ‘Yes/No . . . Why?’ charts as they read. Once all readers have had the opportunity to finish reading, share the completed charts. Examine the similarities and differences between reader’s charts and discuss how individual’s background knowledge makes a difference in how a reader understands/interprets printed text.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.
Option 1
When I read some materials such as newspapers, magazines, text books, my schema starts activating my existing -relevant prior knowledge. Actually, I am that kind of reader who totally relies on their schema during the reading process. Once I realize I have background knowledge about the topic of the text that I'm about to read, I feel kind of relieved and I'm really eager to read the text until the end. For example, I can easily read fashion magazines and the articles about movies. It could be assumed that I have enough schemas(vocabulary of fashion and movie-related words) to understand those texts. However, if I found the context difficult, which means I have little background knowledge related to the topic, I would get scared and might be afraid to read the rest of the text. It usually happens to me when I read about something relevant to a science or politics.
Therefore, given all my experiences and lots of researches about reading, a schema which individuals have definitely affects one's reading process.
Option 2
::: Activity:::
YES/NO . . . WHY?
CHARTING STRATEGIES FOR ACTIVATING BACKGROUND KNOWLEDGE
WHO
This activity can be designed to provide young or poor readers with the prerequisite background knowledge for interpreting a passage as well as a way offraming their thinking for future reading. These strategies can also be usedwith nonreaders by having the text read aloud and the nonreaders respond orally.
WHAT
Any appropriate narrative or expository text.
DIRECTION
To introduce this activity, explain ‘yes’ and ‘no’ statementsand give sample reasons for each. (A ‘yes’ statement reflects an idea in theparagraph/passage that a reader knows about, appreciates, or understands. A‘no’ statement reflects an idea in a paragraph/passage that a reader dislikes,disputes, or does not comprehend.)
Begin reading the text, demonstrating the use of ‘yes’ and ‘no’ statements along with reasons why for each statement. Continue reading, inviting readers to join in. After you have a sense that they understand the procedure, ask the readers to complete the text independently, filling in the ‘Yes/No . . . Why?’ charts as they read. Once all readers have had the opportunity to finish reading, share the completed charts. Examine the similarities and differences between reader’s charts and discuss how individual’s background knowledge makes a difference in how a reader understands/interprets printed text.
2008년 5월 16일 금요일
METACOGNITION
Another important concept related to the development of fluent reading is that of metacognition or metacognitive awareness. Simply stated metacognition is knowing about knowing, thinking about thinking.
Metacognition is knowing "what we know" and "what we don't know." Just as an executive's job is management of an organization, a thinker's job is management of thinking, a learner's job is management of learning. The basic metacognitive strategies are:
Connecting new information to former knowledge.
Selecting thinking strategies deliberately.
Planning, monitoring, and evaluating thinking processes.
A thinking person is in charge of her behavior. She determines when it is necessary to use metacognitive strategies. She selects strategies to define a problem situation and researches alternative solutions. She tailors this search for information to constraints of time and energy. She monitors, controls and judges her thinking. She evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority. Learning how to learn, developing a repertoire of thinking processes which can be applied to solve problems, is a major goal of education.
Metacognitive activities, of course, vary according to the current cognitive processing task. For example, a student who is engaged in metacognition and critical thinking might be thinking about her thinking while she is thinking in order to improve her thinking. Luckily for us, metacognition as applied to the reading process is a slightly less layered process. Fluent readers might be thinking about their reading (comprehension and processing) while they are reading in order to improve their reading. As students transition from learning to read to reading to learn, reading is no longer an end in itself. Instead, learning specific information and then using that information to perform some task becomes the goal of reading. This type of reading involves a number of complex activities such as understanding and remembering the main idea of the selection, monitoring comprehension and learning, and knowing when and how to use fix-up strategies when there is abreakdown in comprehension.
Metacognition is knowing "what we know" and "what we don't know." Just as an executive's job is management of an organization, a thinker's job is management of thinking, a learner's job is management of learning. The basic metacognitive strategies are:
Connecting new information to former knowledge.
Selecting thinking strategies deliberately.
Planning, monitoring, and evaluating thinking processes.
A thinking person is in charge of her behavior. She determines when it is necessary to use metacognitive strategies. She selects strategies to define a problem situation and researches alternative solutions. She tailors this search for information to constraints of time and energy. She monitors, controls and judges her thinking. She evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority. Learning how to learn, developing a repertoire of thinking processes which can be applied to solve problems, is a major goal of education.
Metacognitive activities, of course, vary according to the current cognitive processing task. For example, a student who is engaged in metacognition and critical thinking might be thinking about her thinking while she is thinking in order to improve her thinking. Luckily for us, metacognition as applied to the reading process is a slightly less layered process. Fluent readers might be thinking about their reading (comprehension and processing) while they are reading in order to improve their reading. As students transition from learning to read to reading to learn, reading is no longer an end in itself. Instead, learning specific information and then using that information to perform some task becomes the goal of reading. This type of reading involves a number of complex activities such as understanding and remembering the main idea of the selection, monitoring comprehension and learning, and knowing when and how to use fix-up strategies when there is abreakdown in comprehension.
Journal 5
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?
*I make mental pictures*
*I identify confusing parts and reread them*
*I use pecctures, graphs, and charts to understand confusing parts*
*I identify unfamiliar words and use context clues figure out their meanings*
When reading the text in class, I mostly underlined key passages or starred important parts in all of the text. I find that doing this allows me to continue reading without having to stop and take notes. Being able to mark on the text makes it easier for me to go back through and find what I thought was important. If I did have to take notes later, I could just write down some of what I underlined. I thought in class that having the think marks was distracting because if I were using it as a during reading strategy, I were constantly trying to read, figure out what the question was about, then writing what I found, then reading some more, and it ended up getting too confusing. I also think that trying to take notes while reading can end up making it harder to understand what was just read. Therefore, by underlining or using the Coding Text method, the reader is able to mark the most important things yet still be able to keep reading straight through the text.
I believe that the most difficult during reading strategies for science text would be the think marks or summarizing. The think marks strategy can be difficult and confusing if used as a during reading strategy. It takes away from the focus needed to read some science texts straight through. Since science text is usually chockfull of information, summarizing can be difficult. If a paragraph contains 4 definitions with good examples, a student is going to want to use all of them in their summary. The summary may end up being just as long as the paragraph even if it is written in their own words. I think that if they were able to use the coding text strategy they would be able to see (after they have read all the way through) where they need to pay attention to as far as what they thought was most important or the most difficult.
I've chosen
*I skim, looking at and thinking about illustrations, photos, graghs, and charts.
*read headings and captions*
*I read the back cover and /or print on the inside if the jacket*
I guess before-reading strategies are mostly for activating background knowledgy. When I first laid my eyes on the book to read, I read headings or captions on the cover(front and back) and I always read the preface before starting the reading. It truly helps me to understand whole point of view of the book and what the authors try to say through their writings.
*I make mental pictures*
*I identify confusing parts and reread them*
*I use pecctures, graphs, and charts to understand confusing parts*
*I identify unfamiliar words and use context clues figure out their meanings*
When reading the text in class, I mostly underlined key passages or starred important parts in all of the text. I find that doing this allows me to continue reading without having to stop and take notes. Being able to mark on the text makes it easier for me to go back through and find what I thought was important. If I did have to take notes later, I could just write down some of what I underlined. I thought in class that having the think marks was distracting because if I were using it as a during reading strategy, I were constantly trying to read, figure out what the question was about, then writing what I found, then reading some more, and it ended up getting too confusing. I also think that trying to take notes while reading can end up making it harder to understand what was just read. Therefore, by underlining or using the Coding Text method, the reader is able to mark the most important things yet still be able to keep reading straight through the text.
I believe that the most difficult during reading strategies for science text would be the think marks or summarizing. The think marks strategy can be difficult and confusing if used as a during reading strategy. It takes away from the focus needed to read some science texts straight through. Since science text is usually chockfull of information, summarizing can be difficult. If a paragraph contains 4 definitions with good examples, a student is going to want to use all of them in their summary. The summary may end up being just as long as the paragraph even if it is written in their own words. I think that if they were able to use the coding text strategy they would be able to see (after they have read all the way through) where they need to pay attention to as far as what they thought was most important or the most difficult.
I've chosen
*I think about the characters, settings, events, or new information*
*I skim to find details*
*I reread parts I enjoy*
To tell the truth, I 've never really considered about what I'm doing and what i'm supposed to do after reading. Especially, when it comes to read a text book or something that I read for studying, I just get relieved about the fact that I finished and I usually never look back. When I read novels or fiction in particular, however, I think about main characters, events, settings and so forth after reading. If I don't remember specific part such as the characters' names and the places that certain events were happened in the book, I skim to find these details. Frankly speaking, I don't reread the parts that I enjoy, but I thought about it. For example, if I were this guy, what would I do in this situation? something like this.
:::IS MY READING STRATEGIC??:::
Give the facts that I wrote above, I can't say that I'm a strategic reader. Considering my reading style, I am so focused on decoding and reading the text that I cannot go further to
understand the whole picture of what I read. I guess the reason why I'm having this problem is the lack of my post-reading strategies. There are other matters too, for sure. For example, I tend to read so fast that I have difficulty recalling what I had read. When I try to remember some parts of the text, I hardly tell chunks of it. Secondly, I also have problem with skimming while I read the text. It seems that I skim more parts of the book which is science text or some articles that requires specific prior knowledge for better understanding.
Needless to say, the things that I mentioned concern me. As I test L2 reading habits, it is kind of upsetting to see how I'm going through the motions of reading and identifyng confusing parts, and yet lacking a deep involvement with books and strategies to help me cope with parts of books that seem difficult.
However, it was a good chance to realize which part do I need to improve more in L2 reading. Additional strategies such as Rereading and Retelling the stories that I can use during and after reading will help my reading process more meaningful. These strategies would encourage my reflection, offer ways to deal with confusing passages in texts, and continue to myself to characters' lives and new information.
2008년 4월 16일 수요일
FAQs about Oral Hygiene
1. 중앙교육진흥연구소, Lesson.2 FAQs about Oral Hygiene
2. Oral Hygiene
3. For this Lesson, text book provides students some questions requiring students' own experiences and
situations, regarding the topic of the text. Considering Comprehension Strategies on table 5.I, these questions are
designed to develop reading comprehensions before reading.(Pre-reading activities) There are also questions that
are asking details of the text and identifying the main idea in each section of the text. However, the questions
requiring post-reading skill are not included in this chapter. Therefore, we think it'll be good to add after-reading
activities such as asking the tone of the contents and the intention of an author's writing.
4. Treasure Hunt
http://users.forthnet.gr/ath/abyss/index.htm
Q1. What dental problems might symptoms of other serious health problems or systemic diseases be? Name two things.
Q2. Until when do you not need to use toothpaste?
Q3. What are the three main steps in maintaining good dental hygiene?
Q4. What kinds of advantages people could get, visiting this website?
Q5. In your opinion, what is the TONE of this website about oral hygiene?
2. Oral Hygiene
3. For this Lesson, text book provides students some questions requiring students' own experiences and
situations, regarding the topic of the text. Considering Comprehension Strategies on table 5.I, these questions are
designed to develop reading comprehensions before reading.(Pre-reading activities) There are also questions that
are asking details of the text and identifying the main idea in each section of the text. However, the questions
requiring post-reading skill are not included in this chapter. Therefore, we think it'll be good to add after-reading
activities such as asking the tone of the contents and the intention of an author's writing.
4. Treasure Hunt
http://users.forthnet.gr/ath/abyss/index.htm
Q1. What dental problems might symptoms of other serious health problems or systemic diseases be? Name two things.
Q2. Until when do you not need to use toothpaste?
Q3. What are the three main steps in maintaining good dental hygiene?
Q4. What kinds of advantages people could get, visiting this website?
Q5. In your opinion, what is the TONE of this website about oral hygiene?
2008년 4월 13일 일요일
What Would I Like To Read?
http://www.iht.com/articles/2006/08/23/opinion/edwatkins.php
< A global problem: How to avoid war over water>
'Whisky is for drinking, water is for fighting over," Mark Twain once said. At the start of the 21st century, his gloomy view on the water side of the equation has been getting endorsements from an impressive - if unlikely - cast of characters.
The Central Intelligence Agency, the accountancy firm PricewaterhouseCoopers and, most recently, Britain's Ministry of Defense have all raised the specter of future "water wars." With water availability shrinking across the Middle East, Asia and sub- Saharan Africa, so the argument runs, violent conflict between states is increasingly likely.
The specter is also on the agenda for the experts from 140 countries gathered this week at the annual World Water Week forum in Stockholm. Meetings of water experts are not obvious forums for debating issues of global peace and security. But the ghost of Mark Twain is in Stockholm this week as we reflect on the links between water scarcity and violent conflict between states.
So, here's the question. Are we heading for an era of "hydrological warfare" in which rivers, lakes and aquifers become national security assets to be fought over, or controlled through proxy armies and client states? Or can water act as a force for peace and cooperation?
recent events, it is difficult to avoid joining the ranks of pessimists who see water wars not as a future threat, but a living reality. Take the recent conflict in Lebanon. Beyond the unfolding horror captured on our television screens, one event went almost unnoticed. The destruction by Israeli bombs of irrigation canals supplying water from the Litani River to farmland along the coastal plain and parts of the Bekaa Valley threatens thousands of livelihoods.
The Litani irrigation system is not an isolated example. Last month in Sri Lanka, the refusal of Tamil Tiger rebels to open a sluice gate for canals that supply water to rice farmers sparked a full-scale military assault that claimed the lives of 17 aid workers.
Water conflicts are invariably shaped by local factors. But the sheer scale of these conflicts makes it impossible to dismiss them as isolated events. What we are dealing with is a global crisis generated by decades of gross mismanagement of water resources.
The facts behind the crisis tell their own story. By 2025, more than two billion people are expected to live in countries that find it difficult or impossible to mobilize the water resources needed to meet the needs of agriculture, industry and households. Population growth, urbanization and the rapid development of manufacturing industries are relentlessly increasing demand for finite water resources.
Symptoms of the resulting water stress are increasingly visible. In northern China, rivers now run dry in their lower reaches for much of the year. In parts of India, groundwater levels are falling so rapidly that from 10 percent to 20 percent of agricultural production is under threat.
From the Aral Sea in Central Asia to Lake Chad in sub-Saharan Africa, lakes are shrinking at an unprecedented rate. In effect, a large section of humanity is now living in regions where the limits of sustainable water use have been breached - and where water-based ecological systems are collapsing.
The disputes erupting within countries are one consequence of increasing scarcity. But water is the ultimate fugitive resource. Two in every five people in the world live in river and lake basins that span one or more international borders. And it is this hydrological interdependence that has the potential to transmit heightened competition for water across frontiers.
The Tigris and Euphrates river systems figure prominently at World Water Week. No river system better demonstrates the nature of hydrological interdependence. In Turkey, the Tigris and Euphrates rivers are seen as an underexploited source of power and irrigation. Viewed from Syria and Iraq, Turkish dams are a threat to hundreds of thousands of livelihoods, with farmers losing access to water. Underpinning the rivalry between states is the idea that sharing water is a zero-sum game: Every drop of water secured by Turkish farmers appears as a loss to Syrian farmers.
Consider, too, the huge river-diversion programs under consideration in China and India, which see them as part of a national strategy for transferring water from surplus to deficit areas. Neighboring governments fear a catastrophic loss of water. Bangladesh has warned that any diversion of the Ganges to meet the needs of India's cities could undermine the livelihoods of millions of vulnerable farmers.
Identifying potential flashpoints for conflict does not require a doctorate in hydrology. In the Middle East, the world's most severely water-stressed region, more than 90 percent of usable water crosses international borders. Forget oil: The most precious resource in the region flows in the River Jordan, or resides in the aquifers that link Israel and the occupied Palestinian territories.
< A global problem: How to avoid war over water>
'Whisky is for drinking, water is for fighting over," Mark Twain once said. At the start of the 21st century, his gloomy view on the water side of the equation has been getting endorsements from an impressive - if unlikely - cast of characters.
The Central Intelligence Agency, the accountancy firm PricewaterhouseCoopers and, most recently, Britain's Ministry of Defense have all raised the specter of future "water wars." With water availability shrinking across the Middle East, Asia and sub- Saharan Africa, so the argument runs, violent conflict between states is increasingly likely.
The specter is also on the agenda for the experts from 140 countries gathered this week at the annual World Water Week forum in Stockholm. Meetings of water experts are not obvious forums for debating issues of global peace and security. But the ghost of Mark Twain is in Stockholm this week as we reflect on the links between water scarcity and violent conflict between states.
So, here's the question. Are we heading for an era of "hydrological warfare" in which rivers, lakes and aquifers become national security assets to be fought over, or controlled through proxy armies and client states? Or can water act as a force for peace and cooperation?
recent events, it is difficult to avoid joining the ranks of pessimists who see water wars not as a future threat, but a living reality. Take the recent conflict in Lebanon. Beyond the unfolding horror captured on our television screens, one event went almost unnoticed. The destruction by Israeli bombs of irrigation canals supplying water from the Litani River to farmland along the coastal plain and parts of the Bekaa Valley threatens thousands of livelihoods.
The Litani irrigation system is not an isolated example. Last month in Sri Lanka, the refusal of Tamil Tiger rebels to open a sluice gate for canals that supply water to rice farmers sparked a full-scale military assault that claimed the lives of 17 aid workers.
Water conflicts are invariably shaped by local factors. But the sheer scale of these conflicts makes it impossible to dismiss them as isolated events. What we are dealing with is a global crisis generated by decades of gross mismanagement of water resources.
The facts behind the crisis tell their own story. By 2025, more than two billion people are expected to live in countries that find it difficult or impossible to mobilize the water resources needed to meet the needs of agriculture, industry and households. Population growth, urbanization and the rapid development of manufacturing industries are relentlessly increasing demand for finite water resources.
Symptoms of the resulting water stress are increasingly visible. In northern China, rivers now run dry in their lower reaches for much of the year. In parts of India, groundwater levels are falling so rapidly that from 10 percent to 20 percent of agricultural production is under threat.
From the Aral Sea in Central Asia to Lake Chad in sub-Saharan Africa, lakes are shrinking at an unprecedented rate. In effect, a large section of humanity is now living in regions where the limits of sustainable water use have been breached - and where water-based ecological systems are collapsing.
The disputes erupting within countries are one consequence of increasing scarcity. But water is the ultimate fugitive resource. Two in every five people in the world live in river and lake basins that span one or more international borders. And it is this hydrological interdependence that has the potential to transmit heightened competition for water across frontiers.
The Tigris and Euphrates river systems figure prominently at World Water Week. No river system better demonstrates the nature of hydrological interdependence. In Turkey, the Tigris and Euphrates rivers are seen as an underexploited source of power and irrigation. Viewed from Syria and Iraq, Turkish dams are a threat to hundreds of thousands of livelihoods, with farmers losing access to water. Underpinning the rivalry between states is the idea that sharing water is a zero-sum game: Every drop of water secured by Turkish farmers appears as a loss to Syrian farmers.
Consider, too, the huge river-diversion programs under consideration in China and India, which see them as part of a national strategy for transferring water from surplus to deficit areas. Neighboring governments fear a catastrophic loss of water. Bangladesh has warned that any diversion of the Ganges to meet the needs of India's cities could undermine the livelihoods of millions of vulnerable farmers.
Identifying potential flashpoints for conflict does not require a doctorate in hydrology. In the Middle East, the world's most severely water-stressed region, more than 90 percent of usable water crosses international borders. Forget oil: The most precious resource in the region flows in the River Jordan, or resides in the aquifers that link Israel and the occupied Palestinian territories.
Relationship between L1 and L2 reading
The relationship between L1 and L2 reading has been investigated drawing on two hypotheses.
First, the linguistic interdependence hypothesis, which claims that L1 reading ability transfers to L2 reading, i.e., there is always a relationship, hypothetically a correlational one, between L1 and L2 reading. And second, the linguistic threshold hypothesis, which claims that L1 reading ability transfers to L2 reading when learners' L2 proficiency is higher than the linguistic threshold, i.e., some basic linguistic ability is a prerequisite for the transfer to happen. Researchers, in general, have attempted to find out which hypothesis better explains the relationship between reading in one language and in another.
Two aspects of reading have been examined using this paradigm: the product of reading and the process of reading. The product of reading refers to the level of understanding, which is considered to be achieved by one's reading ability. It is measured by certain kinds of reading comprehension tests, and researchers have examined the relationships between reading abilities in L1 and L2 by using test scores as their data. The process of reading refers to various strategies that readers use. Researchers utilized self-report data obtained by such methods as conducting interviews, thinking aloud, or distributing questionnaires in order to examine internal processes of reading. Results of these studies have generally supported the linguistic threshold hypothesis, and the importance of acquiring some basic level of L2 proficiency for L2 readers in order to read as well as they do in their L1 has been stressed.
The present study focuses on the affective domain, unlike the previous studies focusing on the cognitive domain (either the product or the process of reading). However, the importance of L2 proficiency is taken into consideration, and whether the linguistic threshold hypothesis applies to the affective domain of reading is examined.
First, the linguistic interdependence hypothesis, which claims that L1 reading ability transfers to L2 reading, i.e., there is always a relationship, hypothetically a correlational one, between L1 and L2 reading. And second, the linguistic threshold hypothesis, which claims that L1 reading ability transfers to L2 reading when learners' L2 proficiency is higher than the linguistic threshold, i.e., some basic linguistic ability is a prerequisite for the transfer to happen. Researchers, in general, have attempted to find out which hypothesis better explains the relationship between reading in one language and in another.
Two aspects of reading have been examined using this paradigm: the product of reading and the process of reading. The product of reading refers to the level of understanding, which is considered to be achieved by one's reading ability. It is measured by certain kinds of reading comprehension tests, and researchers have examined the relationships between reading abilities in L1 and L2 by using test scores as their data. The process of reading refers to various strategies that readers use. Researchers utilized self-report data obtained by such methods as conducting interviews, thinking aloud, or distributing questionnaires in order to examine internal processes of reading. Results of these studies have generally supported the linguistic threshold hypothesis, and the importance of acquiring some basic level of L2 proficiency for L2 readers in order to read as well as they do in their L1 has been stressed.
The present study focuses on the affective domain, unlike the previous studies focusing on the cognitive domain (either the product or the process of reading). However, the importance of L2 proficiency is taken into consideration, and whether the linguistic threshold hypothesis applies to the affective domain of reading is examined.
2008년 4월 11일 금요일
Journal 4
From Table 4.1-4.4, think back what reading skills you haven't used before when you read English textbooks. Do you think ESOL learners should practice these skills (the skills you haven't used) in English class?
As I look back my reading habits, I can't remind of me using retelling skill during my reading process. However, there will be alot of benefits to use retelling skill during student's reading process.
This strategy concentrates on interpretation of the content and the structure of the particular text. Because it can involve all of the language modes, retelling can be used to teach and to assess a wide range of students' skills and understandings
Retellings are powerful tools because they serve authentic instructional and assessment purposes. Students retell, orally or in writing, narrative or expository text. In the retelling, they use the same form, style, and language of the original text. This strategy aids comprehension of text, expands vocabulary, and provides good models for students to transfer to their personal writing. Retellings provide insights into the thinking, organization, and comprehension levels of the readers. In primary grades students may use drawings in combination with oral retelling.
The texts that are used for retelling can be written, visual or oral. Retellings can also be in any of these forms. So, for example, a written text can be retold in a visual form, orally or as another written text. Teachers can read the text as students follow, using their own copies. Alternatively, teachers can listen while the teacher reads aloud, or read the text silently.
As I look back my reading habits, I can't remind of me using retelling skill during my reading process. However, there will be alot of benefits to use retelling skill during student's reading process.
This strategy concentrates on interpretation of the content and the structure of the particular text. Because it can involve all of the language modes, retelling can be used to teach and to assess a wide range of students' skills and understandings
Retellings are powerful tools because they serve authentic instructional and assessment purposes. Students retell, orally or in writing, narrative or expository text. In the retelling, they use the same form, style, and language of the original text. This strategy aids comprehension of text, expands vocabulary, and provides good models for students to transfer to their personal writing. Retellings provide insights into the thinking, organization, and comprehension levels of the readers. In primary grades students may use drawings in combination with oral retelling.
The texts that are used for retelling can be written, visual or oral. Retellings can also be in any of these forms. So, for example, a written text can be retold in a visual form, orally or as another written text. Teachers can read the text as students follow, using their own copies. Alternatively, teachers can listen while the teacher reads aloud, or read the text silently.
2008년 3월 31일 월요일
What Would I Like To Read?
Tibet, which China considers part of its territory, has also seen problems.
Demonstrations marking the anniversary of the failed 1959 Tibetan uprising against Chinese rule resulted in the killing of numerous demonstrators. Chinese authorities claimed a low number of deaths, while Tibetans and international media, a higher number.
The Chinese government crackdown has included closing off the country to the outside world and shutting out or controlling most media, including Internet media and sites used to show video footage of what happened. The military and police presence has also swelled.
There have been protests in the past in Tibet, such as in 1987 and 1989, but these were only in the capital, Lhasa, and involved mostly monks, intellectuals, and students. In contrast, the 2008 riots have spread to other parts of Tibet and included peasants and workers.
Journal 3
Do you think L1 reading skills transferred to L2 readin skills? How about your case?
I agree with the fact that the first language (L1) skills transfer to second language (L2) learning.
There are several researches for that matter. It is already discovered that L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension skill administered in early ages were used as predictors of L2 reading (word decoding, comprehension) and spelling skills in later. I think that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer.
In my case, it was a bit easier for me to learn Japanese than English. I guess it's because Korean and Japanese have the same word order. Moreover, Japanese language is essentially based on chinese characters and also,most Korean words are made of Chinese characters.
Accordingly, I probably could use my L1 reading skills that I've used to read Korean(L1) texts while I read Japanese(L2) text. As an similar example, the students who use alphabetic- decoding system in their language such as Spanish can learn English easier, because both languages share the alphabetic principle.
Therefore, This suggests that students learn to read and spell their L1, then reading skills(word decoding, spelling comprehension, etc) transfer from L1 to L2.
I agree with the fact that the first language (L1) skills transfer to second language (L2) learning.
There are several researches for that matter. It is already discovered that L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension skill administered in early ages were used as predictors of L2 reading (word decoding, comprehension) and spelling skills in later. I think that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer.
In my case, it was a bit easier for me to learn Japanese than English. I guess it's because Korean and Japanese have the same word order. Moreover, Japanese language is essentially based on chinese characters and also,most Korean words are made of Chinese characters.
Accordingly, I probably could use my L1 reading skills that I've used to read Korean(L1) texts while I read Japanese(L2) text. As an similar example, the students who use alphabetic- decoding system in their language such as Spanish can learn English easier, because both languages share the alphabetic principle.
Therefore, This suggests that students learn to read and spell their L1, then reading skills(word decoding, spelling comprehension, etc) transfer from L1 to L2.
2008년 3월 29일 토요일
journal2
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.
I've never considered reading as a type of process up until my "Teaching Second Language Reading" class. Especially, reading English text was always challenging task for me. It was not an interaction between various breading factors but a translation. After the class, however, I realized that thinking and guessing that I was doing during the reading were sorts of my reading interaction process.
For example, when I read an unfamiliar text, I simply rely on bottom-up skills such as vocabulary or knowledge of structures. On the other hand, when I encountered a reading text that I'm familiar with, I start activating my existing-schemata to understand the text effectively.
I think my reading process can be applied to the Stanovich's compensatory model. Compensatory processing means that when readers have a difficulty applying one of the reading process strategies he or she try to use the other one.
Thus, Regarding my experience, readers like myself over-rely on their decoding skill. However, it is obvious that good readers need less processing capacity for word recognition, using more capacity for comprehension.
I've never considered reading as a type of process up until my "Teaching Second Language Reading" class. Especially, reading English text was always challenging task for me. It was not an interaction between various breading factors but a translation. After the class, however, I realized that thinking and guessing that I was doing during the reading were sorts of my reading interaction process.
For example, when I read an unfamiliar text, I simply rely on bottom-up skills such as vocabulary or knowledge of structures. On the other hand, when I encountered a reading text that I'm familiar with, I start activating my existing-schemata to understand the text effectively.
I think my reading process can be applied to the Stanovich's compensatory model. Compensatory processing means that when readers have a difficulty applying one of the reading process strategies he or she try to use the other one.
Thus, Regarding my experience, readers like myself over-rely on their decoding skill. However, it is obvious that good readers need less processing capacity for word recognition, using more capacity for comprehension.
2008년 3월 9일 일요일
Journal 1
What I usually read in English..
There are alot of names of things and places that are written in English around me.
At home, I usually read English on the internet cause I spend a certain amount of time, doing web surfing every day. Mostly, They are email addresses or internet advertisements.
When I go to the the stores or malls, I also read the snacks, Beverages, labels of clothes and all kinds of stuffs that are named in English. I think I've got used to them for too long, so sometimes It doesn't feel like they are "English words" to me.
What I'm going to read in English..
I'm sure I'm going to read many text books written in English for the classes. I might receive some English emails from American websites that I've joined.
In the future, I hope I could be able to read Various kinds of English books, regardless of the genre. If I work really hard, It will be possible for me to read such magazines as TIME or NEWSWEEK.
There are alot of names of things and places that are written in English around me.
At home, I usually read English on the internet cause I spend a certain amount of time, doing web surfing every day. Mostly, They are email addresses or internet advertisements.
When I go to the the stores or malls, I also read the snacks, Beverages, labels of clothes and all kinds of stuffs that are named in English. I think I've got used to them for too long, so sometimes It doesn't feel like they are "English words" to me.
What I'm going to read in English..
I'm sure I'm going to read many text books written in English for the classes. I might receive some English emails from American websites that I've joined.
In the future, I hope I could be able to read Various kinds of English books, regardless of the genre. If I work really hard, It will be possible for me to read such magazines as TIME or NEWSWEEK.
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