6)b 15 research-based implications for teaching interpretive skills

Question 0

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Answer 0

students should be taught to interact with the text through the use of both bottom-up and top-down procesess

Question 1

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Answer 1

students need pre-reading, pre-listening, and pre-viewing activities that prepare them for the comprehension/interpretation task

Question 2

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Answer 2

the information gained through interpreting a text can be used as a basis for interpersonal and presentational communication

Question 3

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Answer 3

students’ comprehension will increase if they are trained to use strategies such as activation of prior knowledge, contextual guessing, and use of non-verbal cues, which will also serve to lesson their anxiety

Question 4

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in practicing contextual guessing, students should be encouraged to check their initial guesses against the context and revise them as necessary

Question 5

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students will have greater success if the texts selected deal with topics with which they are familiar and if they are encouraged to establish a purpose for exploring these texts

Question 6

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Answer 6

Students, even in beginning levels of language study, can be engaged in drawing inferences from a text being explored if they have sufficient familiarity with the topic of the text and are provided with prompts and/or tasks that encourage them to do so

Question 7

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Answer 7

teachers should be aware of the load on memory that students may experience during the comprehension task, and they should plan to control for this by allowing students to have the printed text available while completing a reading comprehension task and allowing students to listen to an oral task / view a video text multiple times

Question 8

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Answer 8

factors to consider when selecting texts include:

• the degree of contextual support (ie: longer may be better)
• organization of the text (ie: story-like and signaling features)
• level of interest to students

Question 9

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Answer 9

effective strategies for helping Ss deal w/new vocab in text

• explore vocab in terms of thematic/discourse relationship to text
• link new words to background knowledge
• identify words in similar semantic categories
• identify affixes, parts of speech, word families
• building individual vocabulary banks

Question 10

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Answer 10

teachers should encourage students to self-report periodically while listening, reading, and viewing so that teachers will be informed about the comprehension strategies their students are using

Question 11

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Answer 11

authentic texts provide an effective means for presenting real language, integrating culture, heightening comprehension, and stimulating interest in language learning

Question 12

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Answer 12

literacy texts should be used from beginning levels of language instruction to develop affective awareness and cognitive flexibility, both of which will facilitate C2 competence

Question 13

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Answer 13

teachers should remember to edit the task, not the text

Question 14

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Answer 14

an interactive, or work-shop style classroom format, can facilitate the interpretation task by enabling learners to collaborate on tasks, construct meaning together, use teacher and peer feedback in refining hypotheses, and assume more of an active role in developing interpretive abilities