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Didactics of reading in a foreign language
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Publisher: Editura Universitară
Author: Anca Pecican
Edition: I
Pages: 230
Publisher year: 2025
ISBN: 978-606-28-1986-6
DOI: 10.5682/9786062819866
Product Code:
9786062819866
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FOREWORD/9
CHAPTER I
READING COMPETENCE/11
1.1 Introduction/11
1.2 Approaches to the act of reading/12
1.2.1 Lower-order cognitive processes/13
1.2.2 Higher-order cognitive processes/15
1.2.3 General cognitive processes/17
1.2.4 The purpose of reading/20
1.2.5 Fluent reading/22
1.2.6 The strategic reader/24
1.2.7 Knowledge, skills, strategies/25
1.3 Reading competence and literacy /28
1.4 Reading in the mother tongue (L1) and reading in a foreign language (L2)/ 33
1.4.1 Theories of the transfer of reading skills from L1 to L2/34
1.4.2 Research on L1 - L2 transfer in reading /37
1.4.3 Transfer of metalinguistic skills/39
1.4.4 Metalinguistic knowledge/41
1.4.5 Transfer of attitude, motivation and reading habits/42
1.5 Implications for the teaching of reading in a foreign language/43
CHAPTER II
TRAINING READING SKILLS IN A FOREIGN LANGUAGE/47
2.1 Why is a developed reading competence in L2 needed?/ 48
2.2 The place of teaching reading in L2 curricula/49
2.3 Didactic objectives of the reading lesson/course in L2/50
2.4 Principles of teaching reading in L2/51
2.4.1 General principles of training reading skills/52
2.4.2 Specific directions in teaching reading strategies/58
2.5 Methods and techniques of training reading comprehension skills in
L2/59
2.5.1 Vocabulary comprehension/59
Semantic aspects/60
Morpho-syntactic aspects/75
2.5.2 Understanding at the level of discourse /79
Aspects related to the reading situation/80
External elements or non-linear text /83
Interpreting references/88
Main ideas /99
Textual connectors/106
Author's position/115
CHAPTER III
ASSESSMENT OF READING COMPETENCE /126
3.1 Object of assessment/126
3.2 Purpose of assessment /127
3.3 Assessment methods and types of tests/128
3.4 Standards and criteria in assessing text comprehension in L2/132
3.5 Instruments for assessing text comprehension in L2/134
3.6 Self-assessment/138
CHAPTER IV
EXTENSIVE READING/142
4.1 Introduction/142
4.2 Brief history/142
4.3 Theoretical foundations/144
4.3.1 R. Day and J. Bamford's systematic perspective /144
4.3.2 Principles of extensive reading/145
4.3.3 Incidental learning theory/149
4.3.4 S. Krashen's input hypothesis/150
4.4 Adapted literature/152/153
4.4.2 Simplification at the linguistic level/155
4.4.3 Format, pagination and design/159
4.4.4 Text-based teaching activities/162
4.5 The place of LE in the foreign language curriculum/163
4.5.1 An extensive reading program (PLE)/163
4.5.2 Examples of PLE /167
4.6 Experimental studies and results/169
4.6.1 Reading fluency and reading comprehension/170
4.6.2 Vocabulary enrichment/175
4.6.3 Motivation and attitude towards reading/185
4.6.4 Effects of LE on writing in a foreign language/192
4.6.5 Effects of LE on listening/197
4.6.6 Effects of LE on grammatical knowledge/198
BIBLIOGRAPHY/203
ANNEX 1/216
ANNEX 2/218
CHAPTER I
READING COMPETENCE/11
1.1 Introduction/11
1.2 Approaches to the act of reading/12
1.2.1 Lower-order cognitive processes/13
1.2.2 Higher-order cognitive processes/15
1.2.3 General cognitive processes/17
1.2.4 The purpose of reading/20
1.2.5 Fluent reading/22
1.2.6 The strategic reader/24
1.2.7 Knowledge, skills, strategies/25
1.3 Reading competence and literacy /28
1.4 Reading in the mother tongue (L1) and reading in a foreign language (L2)/ 33
1.4.1 Theories of the transfer of reading skills from L1 to L2/34
1.4.2 Research on L1 - L2 transfer in reading /37
1.4.3 Transfer of metalinguistic skills/39
1.4.4 Metalinguistic knowledge/41
1.4.5 Transfer of attitude, motivation and reading habits/42
1.5 Implications for the teaching of reading in a foreign language/43
CHAPTER II
TRAINING READING SKILLS IN A FOREIGN LANGUAGE/47
2.1 Why is a developed reading competence in L2 needed?/ 48
2.2 The place of teaching reading in L2 curricula/49
2.3 Didactic objectives of the reading lesson/course in L2/50
2.4 Principles of teaching reading in L2/51
2.4.1 General principles of training reading skills/52
2.4.2 Specific directions in teaching reading strategies/58
2.5 Methods and techniques of training reading comprehension skills in
L2/59
2.5.1 Vocabulary comprehension/59
Semantic aspects/60
Morpho-syntactic aspects/75
2.5.2 Understanding at the level of discourse /79
Aspects related to the reading situation/80
External elements or non-linear text /83
Interpreting references/88
Main ideas /99
Textual connectors/106
Author's position/115
CHAPTER III
ASSESSMENT OF READING COMPETENCE /126
3.1 Object of assessment/126
3.2 Purpose of assessment /127
3.3 Assessment methods and types of tests/128
3.4 Standards and criteria in assessing text comprehension in L2/132
3.5 Instruments for assessing text comprehension in L2/134
3.6 Self-assessment/138
CHAPTER IV
EXTENSIVE READING/142
4.1 Introduction/142
4.2 Brief history/142
4.3 Theoretical foundations/144
4.3.1 R. Day and J. Bamford's systematic perspective /144
4.3.2 Principles of extensive reading/145
4.3.3 Incidental learning theory/149
4.3.4 S. Krashen's input hypothesis/150
4.4 Adapted literature/152/153
4.4.2 Simplification at the linguistic level/155
4.4.3 Format, pagination and design/159
4.4.4 Text-based teaching activities/162
4.5 The place of LE in the foreign language curriculum/163
4.5.1 An extensive reading program (PLE)/163
4.5.2 Examples of PLE /167
4.6 Experimental studies and results/169
4.6.1 Reading fluency and reading comprehension/170
4.6.2 Vocabulary enrichment/175
4.6.3 Motivation and attitude towards reading/185
4.6.4 Effects of LE on writing in a foreign language/192
4.6.5 Effects of LE on listening/197
4.6.6 Effects of LE on grammatical knowledge/198
BIBLIOGRAPHY/203
ANNEX 1/216
ANNEX 2/218
The importance of speaking a foreign language is often linked to opening new horizons of knowledge and interaction with people from all over the world. The global society in which we live today makes it necessary to use foreign languages in a variety of situations that involve reading, from reading commercial messages or advertisements to getting information from journalistic sources or researching specialized publications in different professional fields. Reading and understanding texts written in foreign languages are common activities in fields such as diplomacy, politics, trade, tourism, education and research, to name just a few. For example, there are many Romanian students who study in a foreign language either through mobility programs or on their own, in other countries or even in our country. It can be rightly stated that the success and efficiency of achieving the objectives in such cases also depend on the ability to comprehend texts read in foreign languages. This is why the development of such skills as well as a positive attitude towards reading constitutes an important part of teaching and learning a foreign language. The present study meets this need, addressing mainly teachers who teach a second or third language at any of the educational cycles.
The usefulness of the work also proves important from the perspective of a low representation on the Romanian book market of studies dedicated to reading competence in languages other than the mother tongue. Moreover, research on the performance of Romanian pupils/students in this field is also insufficiently represented. However, the PISA assessments regarding the comprehension of the text read in Romanian have highlighted low results among students or a so-called "functional illiteracy". Therefore, it is expected that students will also encounter comprehension difficulties when it comes to reading in a foreign language. The objective of this work is to provide support to teachers in the composition of content and in the organization of activities aimed at forming students' skills, strategies and attitudes in approaching and understanding texts in foreign languages. For this purpose, the main theoretical approaches to the act of reading are presented, the relationship between reading in the mother tongue and in the second language, emphasizing the usefulness of the research results for teaching activity. The second chapter includes principles, methods and techniques for training the skills of understanding the text read in a foreign language, and the third refers to the goals, methods and standards for evaluating these skills. The fourth chapter presents in detail the extensive reading method, which is little known and practiced in Romania, but which, according to research, is highly effective in developing reading fluency, enriching vocabulary knowledge, as well as encouraging a positive attitude towards reading a text in a foreign language. The paper includes theoretical considerations and recent contributions of experimental research in the field, along with models of practical exercises applied to texts.
The experience accumulated over eighteen years of teaching foreign languages has guided me in selecting those approaches that I consider practical and effective in developing reading skills, but teachers who will read this work are invited to consider them as a starting point in their didactic activity and research specific to their own educational contexts.
The usefulness of the work also proves important from the perspective of a low representation on the Romanian book market of studies dedicated to reading competence in languages other than the mother tongue. Moreover, research on the performance of Romanian pupils/students in this field is also insufficiently represented. However, the PISA assessments regarding the comprehension of the text read in Romanian have highlighted low results among students or a so-called "functional illiteracy". Therefore, it is expected that students will also encounter comprehension difficulties when it comes to reading in a foreign language. The objective of this work is to provide support to teachers in the composition of content and in the organization of activities aimed at forming students' skills, strategies and attitudes in approaching and understanding texts in foreign languages. For this purpose, the main theoretical approaches to the act of reading are presented, the relationship between reading in the mother tongue and in the second language, emphasizing the usefulness of the research results for teaching activity. The second chapter includes principles, methods and techniques for training the skills of understanding the text read in a foreign language, and the third refers to the goals, methods and standards for evaluating these skills. The fourth chapter presents in detail the extensive reading method, which is little known and practiced in Romania, but which, according to research, is highly effective in developing reading fluency, enriching vocabulary knowledge, as well as encouraging a positive attitude towards reading a text in a foreign language. The paper includes theoretical considerations and recent contributions of experimental research in the field, along with models of practical exercises applied to texts.
The experience accumulated over eighteen years of teaching foreign languages has guided me in selecting those approaches that I consider practical and effective in developing reading skills, but teachers who will read this work are invited to consider them as a starting point in their didactic activity and research specific to their own educational contexts.
Anca Pecican
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