Adding Variety to Word Recognition Exercises  

Oleh:

Crawford, Michael

Jenis: Article from Bulletin/Magazine
Dalam koleksi: English Teaching Forum (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 43 no. 2 (Apr. 2005), page 36-41.
Topik: recognition; variety; word recognition; exercises
Fulltext: 05-43-2-g.pdf (315.9KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Reading is a complex process involving both top - down processes, such as prediction, and bottom - up process, such as word recognition. For a number of years research and pedagogy in L2 reading focused primarily on top - down processes, but as interactive models of reading gain more favor in the field, a more balanced view has emerged. Nothing the importance of bottom - up processes, Grabe and Stoller (2002, 20) write that " [t]he most fundamental requirement for fluent reading comprehension is rapid and automatic word recognition". They also provide a useful analog to illustrate their point. They see word recognition as being like gasoline for a car, the car being general reading comprehension. Just as car will not run without gasoline, reading comprehension cannot be achieved without word recognition.

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