Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link
Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
EAP; The Reading Skill
Transcript of EAP; The Reading Skill
Addressing Culture and Background Knowledge of Students
Major Issues in
Academic Reading - Students and Teachers
Misinterpret text and how words modify and interact with each other
Cultural background of the students.
Lack of vocabulary knowledge·
Difficulty level of texts
Low language proficiency
Lack of motivation - exhibit negative behavior, feelings, and cognitions that affect their learning process (goal-oriented behavior)
Success will determine students' future, with the stressthis gives to them.
Studying to pass a test and not learning reading skills
Different/unfamiliar reading strategies
Vocabulary, cognitive abilities and metacognitive strategies are compared to native language
Important aspects of reading strategies:
Reading as a problem-solving process.
Create knowledge base
Reading out loud
Using aids such as tables, diagrams, note taking
Organizing information leading to a better understanding of the linking between points and ideas.
The identification of key words and main ideas
Re-writing and Re-reading
Summarize points instead of copying word for word
Reading involves more than just extracting the meaning from the written text but rather involves the need to make sense of the surrounding world
“With this paradigm, readers view a text through a socially located and individual perspective, and in order to comprehend a text, readers must decipher it through the lens of their surrounding social relations and interactions. (Blanton, 1998; Kress, 2003)” (pg. 42)
Blanton speaks of readers that should “bring their own thoughts and experience to bear” when they are reading, “in other words, readers use their own thoughts and experiences in order to talk to and interact with a text for the purposes of implication, exploration, and disagreement (Blanton, 1998; Spellmeyer, 1998; Wallace, 2003)” (pg, 43)
“Wallace (2003) further recognizes a dimension of power- noting that reading involves a shifting and dynamic relationship between text producers, text receivers, and the text itself. (2003, p.9)” (pg. 43)
“textual context is never monolithic or monologic but dialogic and socially-situated.” (pg. 43)
Does background knowledge(discipline related knowledge) compensate for low language proficiency?
English language proficiency versus subject knowledge. Does discipline knowledge help students in reading for academic purposes?
Uso-Juan's Study Findings:
-Discipline related knowledge and English language proficiency always contribute to EAP reading performance
-Successful EAP reading is possible without discipline knowledge if English proficiency if advanced or intermediate.
-EAP reading is aided by discipline related knowledge if language proficiency is low.
How to measure reading and change in reading quality?·
How to evaluate data gathering?·
What is the comprehension progress?·
Errors in comprehension are in many respects unpredictable, how can we prepare for it?
Questions for discussion
Categories of Reading Approaches
What is EAP Reading
The goal of an EAP reading course is to provide students with the reading skills and strategies needed to meet their English reading requirements (Spector-Cohen, E., Kirschner, M., & Wexler, C. (January 01, 2001). Designing EAP Reading Courses at the University Level. English for Specific Purposes, 20, 4, 367-86).
EAP reading focus on linguistics, de-coding text, and strategies.
Helps the student understand instructions, learn genres, and become part of a discipline.
Helps the students understand the world around them: how to register for a class, how to participate in a discussion and more.
•How would you assess student progress and comprehension during an EAP course? Plan a schedule and ways to assess those variables.
•What are the strategies and approaches a teacher should use in a culturally intermixed EAP reading class? How would it be different in a class with only one kind of population?
•Quantity of reading VS. Quality of reading what is more important in academic reading? What is the right balance?
Noorizah Mohd. Noor. ESL le