Title: Dual Skills Approaches to Reading Instruction: Reading-Writing Reading-Listening Reading Speaking
1Dual Skills Approaches to Reading Instruction
Reading-Writing Reading-Listening Reading
Speaking
2A Working Paper Presented at the 20th World
Congress on Reading, 26 July 2004, Shangri-la
Hotel, Manila
- Melvin R. Andrade, Ed.D.
- Sophia Junior College, Japan, and
- Aoyama Gakuin University, Japan
- E-mail m-andrad_at_jrc.sophia.ac.jp
3Intended audience
- Teachers of EFL/ESL reading skills at the
intermediate level. Applicable to middle and high
school, and college programs. - Curriculum planners of such reading programs.
4 Purpose
- To present a model of how multiple skills can be
integrated in the reading class - To review examples of how textbooks actually
combine skills to teach reading
5Contents Overview
- Difference between a discrete EFL/ESL "reading
class" and an EFL/ESL "integrated skills" class - How purpose, level, ability and other variables
affect the amount of time devoted to reading,
writing, speaking, and listening - Appropriateness of certain skill combinations
reading-writing vs. reading-listening vs.
reading- speaking - Examples and analysis reading textbooks for
non-native learners from the viewpoint combining
skills
6Background 1
- Classroom reading activities fall into two broad
categories, an input phase and an output phase,
and these in turn can be further classified into
socially interactive and independent activities - Learners listen to their teacher read a story
aloud. They read silently. They respond to
comprehension questions orally and in writing.
They discuss what they read.
7Background 2
- Although reading is by definition an encounter
with written language, reading instruction
necessarily involves multiple skills and
modalities (listening, speaking, reading, and
writing). While numerous possibilities exist for
combining the four basic language skills in a
reading class, the focus always remains on
developing independent readers who can get
meaning from the printed page.
8Pedagogical issues
- The interdependence of skills in the reading
class raises a number of questions, both
practical and theoretical, of interest to
classroom teachers and researchers. In reading
classes where the goal is to develop skillful
independent readers, some questions needing to be
considered are the following
9 1. What is the difference between an
EFL/ESL reading class and an EFL/ESL
"integrated skills" class?
102. In a "reading class," how do purpose,
level, ability and other variables affect
the amount of time devoted to reading,
writing, speaking, and listening?
113. Are certain combinations of skills more
appropriate than others reading-writing vs.
reading-listening vs. reading- speaking?
12The present ongoing study considers these and
other questions primarily within the context of
second- and foreign-language reading classes at
the intermediate level, although the findings to
a large extent can apply to first-language
classes as well.
13Model Building
- To answer the questions above, a two-part model
was constructed. - The first part, Fig. 1, presents an analysis of
course formats for teaching English skills
(EFL/ESL). - The second part, Fig. 2, presents an analysis of
language input-output in dual-skill combination
courses, which is the principal focus of this
study.
14Figure 1 Course Formats for Teaching EFL/ESL
Skills 1-1 Integrated Skills Course
- All skills are taught in the same course
Listening, Speaking, Reading, Writing,
Pronunciation, etc.
-
- Perhaps best for lower- and middle- ability
learners, but also possible with upper-ability
learners.
15Figure 1 Course Formats for Teaching EFL/ESL
Skills 1-2 Discrete General Skills Courses
- Each course emphasizes one skill area (although
other skills are included to some extent) - Pronunciation
- Listening
- Speaking
- Reading
- Writing
- Perhaps best for (1) middle- and higher-ability
learners, and (2) English majors who need
in-depth practice in all skills. - Courses may include both intensive learning for
mastery and extensive learning for fluency. - Courses may be narrow (one topic area) or broad
(covering many topics) in scope.
16Figure 1 Course Formats for Teaching EFL/ESL
Skills 1-3 Discrete Specific Skills Courses
- Each course emphasizes one particular skill in a
skill area. Examples - Letter writing
- Reading newspapers
- Rapid Reading
- English for Travelers
- Vocabulary Development
- Perhaps best as elective courses for middle- and
higher-ability learners, but can be taught at
multiple levels.
17Figure 1 Course Formats for Teaching EFL/ESL
Skills 1-4 Two-Skill Courses
- Each course emphasizes two particular skills
combined either as receptive-receptive,
productive-productive, or receptive-productive
depending on the purpose and level of the course
-
- Listening Speaking
- Listening Reading
- Listening Writing
- Reading Speaking
- Reading Writing
- Writing Speaking
18. . . These combinations may be most suitable for
teaching certain specialized skills for middle-
and upper-ability learners. Perhaps they are not
suitable for lower-ability learners.
ExamplesListening Speaking ?
Conversational skillsListening Reading ?
Drama, poetryListening Writing ?
Note-taking for lecturesReading Speaking ?
DebateReading Writing ? Research
reports, lettersWriting Speaking ?
Public speaking
19Figure 1 Course Formats for Teaching EFL/ESL
Skills 1-5 English Skills Through Content
Learning
- A variant of the integrated skills course
focusing on one subject area and normally taught
entirely in English. The emphasis is on the use
and learning of English rather than on mastery - of the subject.
- Most suitable for middle and upper ability
learners. Courses are counted as English courses
(practical seminars) not subject matter courses
(history, science, etc.)
20Figure 2. Analysis of Language Input-Output in
Dual-skill Combination Courses
21Application of the Model
- Based on this model, the next phase of the study
involves the content analysis of actual textbooks
to answer the following four questions
221. What kinds of listening, writing, and
speaking activities are included as part of the
reading lesson? 2. Which of these supporting
skills are emphasized, and how closely are they
related to the text?
233. What theoretical or pedagogical position do
they reflect? 4. How do reading textbooks
intended for an international audience differ
from those intended for a specific
linguistic-cultural group (in this case, Japanese
learners of English)?
24Materials
- A variety of recent and legacy materials are
being examined including reading textbooks for
EFL/ESL learners in general (U.S. and
international editions) and textbooks produced in
Japan for Japanese learners. Integrated skills
textbooks and content-based textbooks are also
being included. A working list appears in the
reference section.
25Data analysis
- The content analysis involves categorizing and
tallying the different types of pre- and
post-activities associated with each reading task
in relation to the reading skills being focused
on . . .
26. . . The analysis distinguishes between
task-type (e.g., multiple-choice,
fill-in-the-blank) and task purpose (e.g.,
identifying the main idea, drawing an inference)
. . .
27. . . In the case of integrated-skills
textbooks, the entire flow of the lesson is
examined. In addition to the analytical scheme
proposed above, there are numerous taxonomies of
reading tasks that this study draws on (e.g.,
Hadley, 2001, p. 206).
28Partial Preliminary Results
- Overall and not surprisingly, the range of tasks
across textbook types is similar. The
predominating tasks are multiple-choice
questions, true-false questions, matching tasks,
fill-in the blank, and open-ended questions. - There is great variation, however, among
individual textbooks in the number and variety of
activities.
29Generally speaking, reading textbooks for
Japanese learners tend to emphasize grammar and
vocabulary practice, and focus on identifying
main ideas and details. Further, the number of
pre- and post-activities appears to be less than
in readers for international learners .
30 In particular, pre-reading activities -
to activate or build background knowledge,
- to encourage predicting, or - to set a
purpose for reading are frequently absent.
31However, more recently published books for
Japanese learners are showing both a greater
number and more variety of activities.
32In contrast to stand-alone reading textbooks,
integrated-skills textbooks show considerable
variation in the placement, length, and handling
of their reading skills component. Some books
place the passage at the beginning and others at
the end, of the lesson, and the number and
variety of learning tasks vary widely.
33The role of the passage in the lesson also shows
variation that is, whether it is used 1.
to introduce the lesson, 2. to consolidate
the lesson, 3. to serve as a model for
grammar and vocabulary practice, 4.
to serve as a prompt for speaking activities,
or 5. to build up background knowledge for a
listening activity.
34Further results (abbreviated)
35References
- Available on the handout or by e-mail
- m-andrad_at_jrc.sophia.ac.jp
-
-
end