영어속독--Classroom approximations to real reading
The list above is not definitive, nor are the features in any special order. What is apparent though, is that standard reading procedures in language teaching classes often have little relationship with real purposeful reading. It is vitally important to bear in mind the attributes of real reading and to vary the texts and the approach to each sort of text. Let us look at each point above in the light of the classroom and see what can be done to improve matters.
Choice
It is very difficult to allow students to read selectively, as they do in their mother tongue. Typically, the students have only the textbook passage or any passage brought in by the teacher. What is more, language students usually read when told to, not from choice. The lesson times are fixed, as is the homework schedule. You can, of course, increase the students' desire to read a passage by arousing interest in the topic and the interest level of the texts you select is a key factor in enhancing their wish to read. If at all possible, a selection of books should be provided asa class or school library, so that students can choose a book to read at home. This is a point we shall return to later.
Purpose
You can make class reading purposeful by setting appropriate focus tasks for the while-reading phase and any follow-up that might be valid. The nature of the text should suggest an appropriate approach.(233 words)
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