| Score |
Title |
| 85.10% |
VOL 31 NO 3, JULY - SEPTEMBER 1993 PAGE 2
In this article, a number of principles are
presented as a framework for the development of
self-access materials that introduce students to
ways of reading and appreciating literary texts.
The principles draw on the interactive view of
ESL reading and research into reading
strategies, theories of stylistic analysis and
their relevance to the teaching of literature
and research in the field of self-access
instruction, and the development of independent
learners. |
| 83.51% |
VOL 33 NO 3, JULY - SEPTEMBER 1995 PAGE 6
Students who use semantic mapping manifest
considerable improvement in reading
comprehension, written expression, and
vocabulary development. And a series of studies,
principally by Carrell, examined how schema
theory and semantic mapping can improve the
reading skills of ESL students. However, the use
of semantic mapping as a classroom technique in
Communicative Language Teaching (CLT) has been
relatively unexplored. |
| 81.69% |
VOL 32 NO 1, JANUARY - MARCH 1994 PAGE 20
One of the more complex tasks facing the English
as a foreign language (EFL) reading teacher is
the selection of appropriate reading passages.
In reading seminars I conduct with EFL teachers,
we often exchange views on criteria used to
select such passages. Since the focus of the EFL
reading class should be on some aspect of
reading, the selection of an appropriate reading
passage is critical. |
| 79.67% |
VOL 38 NO 3, JULY - SEPTEMBER 2000 PAGE 18
Teachers must prepare extensively to master
these words, and students try to memorize these
words, unsure about which meanings should be
remembered. This article discusses techniques
learners can use to learn words in context. In
expressing the idea of inferring meaning from
context, Nuttall (1982:70) provides examples
defining the word tock (a nonsense word). |
| 79.67% |
VOL 36 NO 4, OCTOBER - DECEMBER 1998 PAGE 29
The name of this activity is "Warming- up
for Reading" (WFR). This article begins
with a description of the WFR worksheet, then
describes a typical class using WFR, referring
to the specific roles of teachers and students.
WFR is an alternative in terms of reading
materials, and a framework for teachers to
design new reading materials. |
| 79.67% |
VOL 33 NO 1, JANUARY - MARCH 1995 PAGE 49
This theory claims that reading a text implies
an interaction between the reader's
background knowledge and the text itself.
Validity is an important factor in designing
good reading comprehension tests. Savignon
(1983) mentions five: face validity, content
validity, predictive validity, concurrent
validity, and construct validity. |
| 79.67% |
Learer Self Assessment in Reading Comprehension:
The Case for Student-Constructed Tests; English
Teaching Forum Magazine -- October 1994; Vol.
32, #4
improves reading comprehension Simi larly in an
experiment of the effects of teaching text
structure to ESL students Carrell (1985 found
that reading com prehension was improved where
learn ers received prior instruction on text
forms and patterns Since the literature shows
that form and strategies training can be used to
improve reading comprehension in L 2 why not
concentrate on these areas in our teaching We
can do this by asking students to create reading
tests them selves The benefits ... |
| 79.67% |
VOL 31 NO 3, JULY - SEPTEMBER 1993 PAGE 10
Research over the past 20 years has greatly
increased our understanding of the role of
vocabulary in reading comprehension. I shall
first discuss the importance of vocabulary in
reading comprehension and then examine some
research findings and theories related to
vocabulary learning and use. Finally, I shall
present some examples of classroom activities in
teaching vocabulary that are derived from and
consistent with current theories and research. |
| 77.42% |
04-0218 ETF_02_09
The purpose of this article is to demonstrate
how the principles underlying RT can be
effectively used to increase student- talking
time in the L2 classroom, and thereby improve
their communicative competence in the target
language. Among the procedures that RT utilizes
to promote this desired teacher- student (T- S),
student- teacher (S- T), and student- student
(S- S) exchange are such well- known tactics as
paraphrasing, reported speech, and question
formation. Through the use of ... |
| 77.42% |
ENGLISH TEACHING FORUM ONLINE – BUREAU OF
EDUCATIONAL AND CULTURAL AFFAIRS
allows active participation by students. speech,
question formation, and concept-checking.
Student-talking time is increased. |
| 77.42% |
English Teaching Forum Magazine January 2002,
Volume 40, Number 3
Krashen (1993) provides an overview of research
indicating that learners who read avidly
experience gains in reading comprehension,
vocabulary development, and writing ability. My
experience with intermediate and higher level
university students is that when asked to read
independently, they often want to read
unsimplified adult fiction. Task journal design
The task journal I use with independent readers
includes basic record keeping as well as five
tasks: Summary, Prediction, Opinion, ... |
| 77.42% |
ENGLISH TEACHING FORUM ONLINE – BUREAU OF
EDUCATIONAL AND CULTURAL AFFAIRS
The task journal I use with independent readers
includes basic record keeping as well as five
tasks: Summary, Prediction, Opinion, Reflection,
and Vocabulary work. The journal format
presented includes tasks designed to encourage
thought about reading content, reflection on the
reading process, and vocabulary learning. For
the reading teacher, task journals provide a
window into the studentsï reading experience
that can serve as a basis for assessment and
possible intervention. |
| 77.42% |
VOL 35 NO 4, OCTOBER - DECEMBER 1997 PAGE 30
In this article, I define "model" and
review what the literature says about the use of
models in the teaching of writing. I then
provide a justification for the use of models in
the teaching of English for Science and
Technology and provide a practical
demonstration. Semi-controlled models are
appropriate for intermediate-proficiency
students as they require considerable knowledge
of grammar and sentence structure and some
writing experience. |
| 77.42% |
VOL 34 NO 4, OCTOBER - DECEMBER 1996 PAGE 12
For these reasons we support use of student
native culture as cultural content in the
English language classroom. Further support for
using students' own culture content in
English language classrooms comes from schema
theory research. Using native culture in the
English language classroom can also enhance
student motivation and, further, allow for
greater sensitivity to students' goals in
studying the language. |
| 77.42% |
VOL 34 NO 3, JULY - SEPTEMBER 1996 PAGE 12
For these reasons we support use of student
native culture as cultural content in the
English language classroom. Further support for
using students' own culture content in
English language classrooms comes from schema
theory research. Using native culture in the
English language classroom can also enhance
student motivation and, further, allow for
greater sensitivity to students' goals in
studying the language. |
| 77.42% |
VOL 34 NO 2, APRIL - JUNE 1996 PAGE 48
Current EFL/ESL reading programs focus on
developing students' reading skills, such
as recognition of main ideas, supporting
information, and organizational patterns. A
widely used classroom practice, is to involve
students in pre-reading, while reading,
post-reading, and follow-up activities aimed at
promoting writer-text-reader interaction
(Barnett 1989). Among the post-reading
activities, students are usually asked to write
a summary or to outline the text. |
| 77.42% |
VOL 33 NO 2, APRIL - JUNE 1995 PAGE 40
Reading logs or reading response journals have
been used widely in ESL courses to teach
reading. The approach requiring students to
record their reactions and questions following
the reading of an authentic text is one way of
integrating reading with writing. In this
article, I will discuss my experience with
reading logs in an ESP course and the reactions
of my students. |
