Reading models in foreign language teaching

Abstract

Reading continúes to be essential nowadays in spite of the audiovisual media. Thus, the availability of a pattern to master the mental processes activated when reading would be a panacea, but there is no such a unique reading model. Conversely, the ones devised up to now are partial and incomplete, as the authors themselves declare. This is why psychologists and linguists do not stop researching to find formulae which account for the mental processes taking part in reading as well as how they perform to achieve meaning from the written discourse. This paper tries to pinpoint the main features of the most representative reading models of the last three decades, underlines as much as it concerns to the L2 reading process and shows how the various components of the reading models have evolved to line themselves up under the interactive paradigm. Moreover, it also suggests a psycho-pragmatic model of reading for learners of English as a second language made up of psycho-pragmatic, interactive and pedagogical elements.

The effectiveness of a school-based phonics instructional material

“…This theory views early reading as a sequential and progressive process that is best learned in stages, beginning with lower-level skills and progressing to higher-level components (Amadi, 2019). Gough (1972) is the primary proponent of Bottom-Up Theory for early reading, who established a simple model of reading under this theory, which presupposes that all letters in print must be processed individually before the reader comprehends the meaning of the letter clusters (Redondo, 1997). In brief, before reading comprehension can be achieved, the alphabet and letter-sound relationship must be mastered separately, beginning with the smallest unit, which is known as the phoneme.…”

The use of internet news in teaching reading to undergraduate students

“…Проблема формування компетентності в англомовному читанні не перестає бути предметом досліджень вітчизняних та зарубіжних науковців протягом декількох останніх десятиріч. Значний вплив на розуміння процесу читання мали когнітивна та психолінгвістична моделі читання, які окреслюють взаємодію між читачем, текстом і контекстом та важливість фонових знань для розуміння тексту відповідно [2]. Іншомовний текст у сучасній методиці розглядається не стільки як лінгвістичний об"єкт, скільки як джерело інформації.…”