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The interpretive skills
Transcript of The interpretive skills
Pedagogical material is not always "sociolinguistically appropriate".
Pre-listening activities to help students overcome problems with original materials:
Guided and controlled activities.
Comprehension checks. Integrating receptive abilities in the classroom The Interpretive Skills INTERPRETIVE MODE Definition:
- Receptive communication
of oral and written messages Listening comprehension Speaking, Writing, reading, listening INTERPERSONAL MODE: INTERPRETIVE MODE: Involves only a Speaker/Writer Framework of
Modes Students no longer learn language skills in isolation. They learn to carry them out in each of the three communicative modes. The traditional “four skills” (listening, speaking,
reading and writing) are contextualized. Involves both a Listener/Speaker
and a Reader/Writer PRESENTATIONAL MODE: Involves only a Listener/Reader The standards for foreign language and the interpretive mode Learning an L2 is much more than acquiring a set of concrete skills; it is developing a way of being in the world differently. The 5Cs are designed to provide students with "access to a world beyond traditional borders." - Mediated communication via print and non-print materials.
- Listener, viewer, reader works with visual or recorded materials whose creator is absent. Interpretive reading and interpretive listening.
Cultural interpretation of texts, movies, radio television and speeches.
No possible negotiation with the source, hence appropriate cultural interpretation is needed. Interpretation differs from comprehension! BE CAREFUL! Interpretation implies the ability to "read between the lines". Processes and skills involved in listening comprehension. (Richards, 1983) 1) Determining the type of interaction or speech event.
2) recalling scripts relevant to the situation.
3) making inferences about the goals of the speaker.
4) determining the propositional meaning of the utterance.
5) assigning functional meaning to the message.
6) remembering and acting upon the information while deleting the original form of the message. Why can't we agree on the meaning of the message? Lack of negotiation with the source.
Requires a profound knowledge of the culture:
Time. Planning instruction for the development of listening proficiency Lund (1990) constructs a taxonomic framework for listening based on two basic elements:
1) Listener function.
2) Listener response. This matrix is used to design instruction so
that the range of competences in listening is practiced:
The role of the interpretive mode applies to students of all levels of proficiency.
Growth in listening proficiency can be understood in terms of progressing through a set of listening functions.
Listeners follow a set of steps when interpreting receptive materials.
The integration of the four skills within the communicative mode is essential for higher levels of proficiency.
The "natural approach" to SLA and the "input hypothesis" constitutes a strong argument for the interpretive mode.
Proposals such as songs and storytelling are worthwhile listening activities. Conclusions