Today's teaching, tomorrow's text: exploring the teaching of reading.

Autor/in	Macalister, John
Titel	Today's teaching, tomorrow's text: exploring the teaching of reading.
Quelle	In: ELT journal, 65 (2011) 2, S. 161-169 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 1; Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccq023
Schlagwörter	Methodenkritik; Methodik; Fremdsprachenunterricht; Englischunterricht; Lesen; Leseverstehen; Effizienz
Abstract	Most learners experience the teaching of reading in the classroom in the form of intensive reading activities, where learners are provided with support, typically by the teacher, to make sense of texts that are too difficult for the learners to read successfully by themselves. After reading, learners are usually expected to answer a series of comprehension questions. The problem with this approach, critics say, is that it does not in fact teach learners how to read. While comprehension questions can be used effectively in the teaching of reading, their effectiveness depends on the teacher having a clear understanding of the goal of the reading lesson and the conditions that need to be met if learning is to take place. The article discusses and exemplifies these concerns and proposes a framework that can assist teachers to plan lessons that help learners to read better. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2