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Tác giả CN
| Swan, Michael. | |
Nhan đề
| Misunderstanding comprehension / Michael Swan, Catherine Walter. | |
Mô tả vật lý
| p. 228–236. | |
Tóm tắt
| Lessons designed to teach reading and listening typically concentrate on the use of higher-level skills and strategies, such as predicting, scanning, inferencing, understanding text structure, or activating background knowledge. Given that these normal communication skills are already available to students for mother-tongue use, they should generally be accessible in the new language without further training, once fluent and accurate low-level decoding and parsing have been automatized enough to free up mental space for higher-level processing. With some exceptions, any remaining comprehension problems are likely to arise from specific linguistic features of the input: for instance unknown vocabulary, textual density, syntactic complexity, or difficulty in dealing with the phonetic characteristics of fast speech. Such difficulties are best addressed not by top-down skills-and-strategies work, which often fills valuable class time to little purpose, but by more closely focused training based on a careful assessment of the real problems involved. | |
Thuật ngữ không kiểm soát
| Higher-level skills | |
Thuật ngữ không kiểm soát
| Phonetic characteristics | |
Thuật ngữ không kiểm soát
| Communication skills | |
Tác giả(bs) CN
| Walter, Catherine | |
Nguồn trích
| ELT Journal- Volume 71, Issue 2, 1 April 2017 |
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| 100 | 1 |aSwan, Michael. |
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| 245 | 10|aMisunderstanding comprehension / |cMichael Swan, Catherine Walter. |
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| 300 | 10|ap. 228–236. |
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| 520 | |aLessons designed to teach reading and listening typically concentrate on the use of higher-level skills and strategies, such as predicting, scanning, inferencing, understanding text structure, or activating background knowledge. Given that these normal communication skills are already available to students for mother-tongue use, they should generally be accessible in the new language without further training, once fluent and accurate low-level decoding and parsing have been automatized enough to free up mental space for higher-level processing. With some exceptions, any remaining comprehension problems are likely to arise from specific linguistic features of the input: for instance unknown vocabulary, textual density, syntactic complexity, or difficulty in dealing with the phonetic characteristics of fast speech. Such difficulties are best addressed not by top-down skills-and-strategies work, which often fills valuable class time to little purpose, but by more closely focused training based on a careful assessment of the real problems involved. |
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| 653 | |aHigher-level skills |
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| 653 | |aPhonetic characteristics |
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| 653 | 0 |aCommunication skills |
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| 700 | |aWalter, Catherine |
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| 773 | 0 |tELT Journal|gVolume 71, Issue 2, 1 April 2017 |
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