The Role of Explicit Instruction in ESUEFL Reading  

Oleh:

Shen, Hwei-Jiun

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 36 no. 3 (2003), page 424-433.
Fulltext: 36_03_Shen.pdf (1.03MB)

Isi artikel

Implicit and explicit instruction recently have become influential forces in reading instruction, revealing conflicting perceptions of how best to foster reading ability. Rooted in the progressive movement of the early 1900s, implicit instruction underscores learners’ free choices, as evident in whole language. Explicit instruction, rooted in cognitive psychology, emphasizes learners’ meta cognition. This paper examines the existing literature regarding both approaches to first language (LI) instruction at the word level, text level, and sentence level. The discussion is expanded to the role of explicit instruction in reading English as a second language or foreign language (ESUEFL), including its role at the word level in EFL reading in Taiwan, the Republic of China. I t is suggested that explicit instruction be considered a necessary tool for ESUEFL reading instruction.

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