Rethinking the role of reading in teaching a foreingn language to young learners

Długosz, Dorota

doi:10.1093/elt/54.3.284

Cited by 24 publications

(16 citation statements)

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“…Since language is characterized by emergent phenomena on every level, I built on Bunge ( 2003 ) when proposing a qualitative model of utterance interpretation in Zielinska ( 2013 ) [cf. Dlugosz 2000 , 2016 ].…”

Section: Discussionmentioning

confidence: 99%

Linguistic research in the empirical paradigm as outlined by Mario Bunge

Zielińska

2016

SpringerPlus

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In view of the critique of the methodology of the dominant interdisciplinary research involving language studies as the main component, in particular clinical linguistics, Cummings (Pragmatic disorders. Perspectives in pragmatics, philosophy and psychology, vol 3. Springer, Dordrecht, 2014) proposes that “It is perhaps appropriate at this point to move the debate onto non-empirical grounds.” In Cummings (2014: 113) she starts such a debate on the grounds of the philosophy of language and pragmatics. In this article, I propose to expand that debate by including the input of the philosophy of science. I start the discussion by presenting the way one may carry out language research in the paradigm of empirical sciences from the perspective outlined in Bunge (Scientific research. Strategy and philosophy. Berlin, Springer, 1967; Method, model and matter (synthese library). D. Reidel Publishing Company, Dordrecht, 1973; Emergence and convergence: qualitative novelty and the unity of knowledge. University of Toronto Press, Toronto, 2003) and constrained by Altmann’s (Towards a theory of language. Glottometrica 1:1–25, 1978) assumption about self-originating and self-regulatory nature of language.

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Section: Discussionmentioning

confidence: 99%

Linguistic research in the empirical paradigm as outlined by Mario Bunge

Zielińska

2016

SpringerPlus

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“…Chall further explains that readers at stage 2 should be read to at a level above their own independent practice to develop their language, vocabulary and concepts and their listening skill is more effective than reading. In this case, assisted repeated reading engages readers in two mediums of perception (listening and reading) which may increase the word retention skill of L2 readers in the long run (Dlugosz, 2000). In support, Lee and Yoon (2015) find that RR is beneficial in building fluency and this effect is enhanced when readers get to listen to the text being read before reading it themselves.…”

Section: Making Connection Between Assisted Repeated Reading and The mentioning

confidence: 94%

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

Xin¹,

Yunus²

2020

ujer

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One has to learn and master the four major language skills, namely listening, speaking, reading and writing, to be deemed proficient and fluent in the target language. In relation, reading skill is an essential language component and effective reading will allow for successful linguistic input so that comprehension, the ultimate outcome of reading skill, can be attained. Before comprehension can be established, it is important for readers to first read fluently. However, learning to read in a second or new language is often quite a challenging task. It is even more demanding for children with reading difficulties. Thus, this paper aims to explore the effectiveness of the reading intervention-assisted repeated reading using graded readers-in improving the oral reading fluency of struggling elementary-aged readers learning English as a second language (ESL). This action research based study was carried out with 7 struggling ESL readers from a primary school in the period of 30 days. The findings collected from three different data collection methods revealed that the participants were able to read with higher accuracy in word recognition and faster reading rate with improved prosodic reading. With the positive outcomes gathered from this study, it can be concluded that assisted repeated reading using graded readers did improve the oral reading fluency of struggling ESL readers. Further suggestions on how assisted repeated reading with graded readers can be adapted and applied to improve the oral reading fluency of struggling second language readers were also given.

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“…Pierwsza klasa szkoły podstawowej to czas, gdy dzieci w bardziej namacalny sposób mogą odczuć swoją polsko-angielską dwujęzyczność. Może się zdarzyć, że dziecko rozpocznie naukę czytania w języku obcym jeszcze przed pierwszymi próbami czytania w języku rodzimym (co opisuje Długosz 2000). Programy nauczania, zarówno te do nauczania zintegrowanego (Janicka-Panek 2012), jak i nauczania języka angielskiego (np.…”

Section: Nabywanie Sprawności Czytania W Czasie Edukacji Wczesnoszkolnejunclassified

W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego

Kusiak-Pisowacka

2017

PWE

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The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.

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Rethinking the role of reading in teaching a foreingn language to young learners

Cited by 24 publications

References 0 publications

Linguistic research in the empirical paradigm as outlined by Mario Bunge

Linguistic research in the empirical paradigm as outlined by Mario Bunge

Improving Oral Reading Fluency of Struggling ESL Readers with Assisted Repeated Reading Using Graded Readers

W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego

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