Journal 2

Q. Discuss readings skills that you have learned in this class, but have rarely used in your reading. Do you think they are really necessary ones for better reading? Why or why not?

 

A: There has been a variety of researches done about categorizing reading skills. The main topic in reading skills will be 'separability of skills' and 'hierarchy of skills'. Many applied linguists have come up with various ideas how reading skills are organized and how many are they. However, they seem to reach an agreement that skills, unlike strategies, are acquired unintentionally. Everyone already has reading skills from their first language, as long as he or she is literate. The important thing is that everyone's ability to transfer their L1 reading skills into L2's varies. Most reading skills I have, therefore, are rather acquired from my L1 rather than learned in the L2 class.

 

I personally like the Barrett taxonomy of cognitive and affective dimensions of reading comprehension. I think Clymer (1968) categorized reading skills in a very effective way for both L2 teachers and learners could refer to. In the taxonomy, the skills are divided into 5 subcategories and each subcategories has its own lists of skills. Out of 5 subcategories of skills, I think evaluation is the least used in my own reading experiences. Evaluation skills contains 'judgments of reality of fantasy', 'judgments of fact or opinion', 'judgments of adequacy and validity' and so on. I think these skills are necessary only when you read productively. I think my reading experiences are mostly passively done. I read because I have to, not because I want to. Therefore, I tend not to constructively evaluate the text I read. I just accept it as it is, without questioning about the righteousness of the text.

 

I think in Korean English learning context, other skills are more frequently highlighted. It is because the importance of Korean SAT. The English part of Korean SAT is mainly required L2 learners to be equipped with literal and inferential comprehension skills. I think in general, those two skills are important to have in reading. Literal comprehension, just as it is placed in the lowest skill in the Barrett taxonomy, is the most basic skills. L2 learners need to take texts as it is given. Other comprehensions steps, whether they are hierarchically organized or completely separate, comes after a learner understands the passage as it is written. Also, inference skills are important because in written communication where there is no other communication methods involved such as voice tone, body language, or facial expressions, writers often imply their ideas by putting the words and sentences in a certain manner. As a future English teacher, I would like to work on coming up with good classroom techniques in order for students to develop both literal and inferential comprehension skills.

Journal 1

Q: Suppose your younger brother, nine year old, did not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English was simply nightmare. He hated doing phonics workbook and memorizing words. He didn't want to go to Hakwon anymore. Your mother was now anxious and worried about her son. Your mother asked for your help. How would you help your brother enjoy reading in English?

A: First of all, I would be really sad!, if my own younger brother suffers from reading English books! As an English Education major student, I can think of a few solutions to give.

From the above statement, I can guess that my brother does not fit into language-focused learning principle. Most Korean Hakwon, for its full efficiency, teaches with this principle. However, as our textbook says, good teaching L2 reading lessons should pursue a good balance among all four principles.

Plus, he is not able to read English, meaning no recognition of written English letters and no production of spelling is happening at his stage of learning experience.

Therefore, I would blend other principles, such as meaning-focused input, meaning-focused output and fluency development principles, into his L2 lessons. For example, to give him more meaning-focused input, I would encourage him to read more something that is easy enough for him to read. (i-1, not i+1) The primary focus here is for him to enjoy reading English. The books or any other materials will be fine, but they should be fun enough for him to keep reading. In my brother's case, those materials can be an easy chant book or phonics reading books for young learners.

An example for meaning-focused output practices can be a spelling test. This is primarily for L2 learners to produce some kind of output from their learning experiences, not for an evaluation purpose. Some phonics and spelling activities that L2 learners learns can be done for giving such an opportunity.

Last but not least, for his successful improvement in fluency of reading L2, he should practice 'reading aloud' activities as many as possible. Maybe, shadowing can be another good one for beginner levels. Such beginner level learners like my brother, simply need to repeat what the native speakers says spontaneously, without thinking and processing.