6) interactice approach to develop interpretive communication

Question 0

1) Describe the ‘INTERPRETIVE’ mode of communication
2) explain its productive/receptive context in the classroom
3) explain its content in cultural knowledge

Answer 0

1) receptive com. of recorded/written text (no author present)
2) receptive: listening, reading, viewing
3) how cultural perspectives/meanings are embedded in products; ability to analyze context and assess linguistic/cultural differences

Question 1

1) Describe the ‘INTERPERSONAL’ mode of communication
2) explain its productive/receptive context in the classroom
3) explain its content in cultural knowledge

Answer 1

1) direct oral/written communication between ppl
2) productive: speaking, writing; receptive: listening, reading
3) cultural perspectives governing interactions (ex: b/n ppl of different ages, statues, backgrounds); ability to recognize languages use different practices and patterns to communicate

Question 2

1) Describe the ‘PRESENTATIONAL’ mode of communication
2) explain its productive/receptive context in the classroom
3) explain its content in cultural knowledge

Answer 2

1) productive oral/written communication for an audience
2) productive: speaking, writing, showing
3) cultural perspectives for interactions w/audience; ability to present cross-cultural info based on audience background; ability to recognize cultures use different patterns of interaction

Question 3

Explain the term “schemata” or “schema.”

Answer 3

the mental connections that allow new experiences and information to be aligned with previous knowledge.

Question 4

Explain the ‘Schema Theory” in relation to interpretive communication.

Answer 4

draws attention to constructive nature of the reading process and the critical role of the reader and the interaction between the text and the reader’s background knowledge.
-reader must be able to like incoming spoken/written input to the knowledge and bank of experiences they already have

Question 5

Listening and reading involve the following social and cognitive processes; as listeners/readers interpret a text, they draw upon:

Answer 5

• knowledge of TL (vocab, syntax, etc)
• background knowledge/experiences in the world
• knowledge a/b how types of discourse are organized (ex: radio ad)
• ability to hold info in short-term memory as they attend to the text
• ability to use strategies to help bring meaning and comprhension

Question 6

Explain bottom-up processing in relation to reading and listening.

Answer 6

• meaning understood through analysis of language parts
• lang processes = sequential: sounds to word to phrases
• comprehension = text driven; approach reading in a linear matter
  ex: ID sounds/letters/word order patterns/intonation cues; analyzing sentence structure/word endings; translation of individual words

Question 7

Explain top-down processing in relation to reading and listening.

Answer 7

• meaning derived through contextual cues and activation of prior background knowledge about context of the text
• reader-driven; focus on world knowledge reader brings to text
  ex: ID key ideas; meaning through “psycholinguistic guessing”

Question 8

What should teachers use when teaching reading and writing skills: top-down or bottom-up processing?

Answer 8

BOTH! :) listener/reader arrives at meaning using both in concert
TOP/DOWN factors, reader: background and perspective
TOP/DOWN factors, text: topic, structure, episodic sequence
BOTTOM/UP factors, text and reader: illustrative detail; surface lang features (letters, words, etc); reader lang proficiency level

Question 9

Explain the “look-back-and-lift-off approach” to reading and listening comprehension.

Answer 9

• when questions are worded in such a way as to reveal the answer to students by looking at the passage and making a ‘match.’
• students arrive at correct answer but may have no idea what either the question or answer means
• students rarely read entire pasage (unconnected fragments of info)

Question 10

Explain the term “discourse signaling cues.”

Answer 10

metalinguistic devices that function as directional guides to signal how readers and listeners should interpret the incoming information

• previews (ex: there are 4 stages to culture shock)
• summarizers (ex: to sum up so far…)
• emphasis markers (ex: this is the key…)
• logical connectives (ex: and, first, second, next…)

Question 11

Explain the similarities and differences between listening and reading texts.

Answer 11

same: draw upon knowledge of TL, background knowledge, context cues, cognitive processing skills, comprehension strategies
different:
written=presentational, intended for audience; coherent paragraphs
spoken=can included ungrammatical/reduced forms; included pauses, hesitations, fillers; topics can shift as as conversation is co-constructed

Question 12

How can teachers accommodate for topic familiarity and short-term/working memory when reading/listening?

Answer 12

1) topic familiarity (background knowledge)
2) short-term/working memory (ability to hold information in mind)
- limit load on memory by preparing for task (ex explain activity and its purpose; previewing activities; post-activities)
- allow to have printed text available and/or view multiple times

Question 13

Explain the difference between “extensive” and “intensive” reading.

Answer 13

EXTENSIVE: for pleasure; requires ability to understand main ideas, find specific info, read quickly
INTENSIVE: for information; requires ability to read for details, understand implications; follow relationships of thought throughout text

Question 14

What are the “READER/LISTENER-BASED” and “TEXT-BASED” variables that affect comprehension and interpretation of a oral or printed text?

Answer 14

1) reader/listener-based factors: familiarity w/topic, use of memory; use of strategies; purpose of listening/reading/viewing, anxiety level
2) text-based factors: text length, text organization, context/interest, vocabulary

Question 15

What are four types of ineffective learner behaviors that lead to incorrect guessing for comprehension?

Answer 15

1) inattentive use of context clues (not paying attention to context)
2) “oblivious certainty” (attitude: I KNOW word! despite context)
3) overuse of ‘just-get-the-gist’ method (can lead to contentment w/superficial understanding even if it isn’t sufficient for task-at-hand)
4) use of misplaced guesses based upon memory of the story

Question 16

Explain the terms “chains of signification” and “rechaining” and how this can be accomplished by teachers.

Answer 16

how meanings of words change

1) validating student TL contributions, not judging any “off task”
2) restating in more adult-like ways while giving student credit
3) tying complex ideas of symbolism/theme to concrete examples from students’ lives and other texts
4) taking advantage of opportunities to offer literacy interpretations, enabling students to rechain lexical items constantly

Question 17

In comprehension questions, should the questions be in the native language or the target language?

Answer 17

-Ss score higher when it is in the native language
-higher recall, inferences, elaborations, metacognitive statements
if DO use TL to test, make sure to have:
1) ask q’s that circumvent potential problem of understanding q’s
2) q’s preclude possibility of answering correctly w/out understanding (can’t use “lift method” to answer)
3) device that would prevent mistaking limited writing skills for limited reading comprehension