Tarqatma materiallar -handouts

Handout 1. Reading as an interactive process
“The reader interacts with the text to create meaning as the reader's mental processes work together at different levels” (Bernhardt, 1986; Carrell, Devine & Eskey, 1988; Rumelhart, 1977).
“… reading is an interactive process between what a reader already knows about a given topic or subject and what the writer writes. It is not simply a matter of applying decoding conventions and grammatical knowledge to the text. Good readers are able to relate the text and their own background knowledge efficiently." David Nunan (1989)
The level of reader comprehension of the text is determined by how well the reader variables (interest level in the text, purpose for reading the text, knowledge of the topic, foreign language abilities, awareness of the reading process, and level of willingness to take risks) interact with the text variables (text type, structure, syntax, and vocabulary) (Hosenfeld, 1979).
Reading is an interactive process between the reader, the text and the context in which the text is presented. The most important component here is the reader. The reader gives meaning to the text, not the other way around. The reader's prior knowledge determines what meaning he will derive from his interaction with the text. But here, the context plays a big role as well since it sets the purpose or instruction for reading. The purpose for reading should be built on what the reader already knows, and then relate it to something that he needs to find out in the text.

Handout 2. Stages and strategies of reading
When we ask students to read texts it is a good idea to give them a task with the text. Reading tasks should aim to do 2 things: make sure students practise a reading sub-skill and make sure students understand the text. Which skills students practice and how much detail they need to understand will depend on the kind of text students are reading and whether they are reading the text for the first, second or third time.