Implementing a Dual Approach

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Implementing a Dual Approach to Teaching L2
Reading Assessing Learner Readiness
ZhaoHong Han Amy DAngelo Idris Magette
Charles Combs
Teachers College, Columbia University The 32nd
Annual NYS TESOL Conference Saratoga Springs, New
York November 9, 2002
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A dual approach to teaching L2 reading (Han,
Iannotti, Combs, 2002)
Reading for comprehension L2 Acquisition
Semantic processing
Syntactic processing
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Characteristics of the dual approach

• Process-orientation

• Natural integration of semantic processing
  syntactic processing

• Specific attention to each type of processing

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Syntactic processing and learner-readiness
What is learner-readiness?

• Cognitively ready

• Psychologically ready

• Linguistically ready

A, b, c, d, e T
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The Teachability Hypothesis (Pienemann, 1984,
1987, 1988)
Stages of acquisition cannot be skipped through
formal instruction and that instruction will be
beneficial if it focuses on structures from the
next stage. (Pienemann, 199613)
Premature instruction may have a deleterious
effect on learning. (Ellis, 1986323)
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A developmental sequence for question formation
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Diagnosing learner-readiness
Learner 1

• Does a dog is black and white?
• Where the dog is?
• Is there a fish in the water?
• How many spot the dog has ?
• It is five questions?

Stage 3
Stage 3
Stage 4
Stage 3
Stage 2
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Diagnosing learner-readiness
Variational performance
Learner 2
Two years ago, Leon and Mary got divorced. But
her exhusband had a bad credit history. So now
Mary cannot use her credit card. One day her
roommate Ellen pick up a surprising letter which
is from credit card company. They send a new
credit card with a 50,000 limit. But, to be sad,
it is for her two year old son. They conclude
that there is a mans world. Thats why Ellens
son get a credit card. When I read this story I
think all women is discriminated against by mans
real world.
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Assessing learner-readiness in the classroom
Two live demos
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Demo 1
Purpose To demonstrate an approach to having
students to recognize and produce the target
structure.
Level Advanced
Linguistic target Past perfect
Content Article, Poor Visitor (see Handout 1)
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Activity A
Objective Assessing learners knowledge of past
perfect
Activity procedure 1. Teacher distributes
handout 1 and students read it silently,
completing the cloze sections. 2. In groups of 3
or 4, students compare their answers. 3.
Finally, the teacher and students review as a
class, using the original text and discussing
those answers and possible alternatives.
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Activity B
Objective Teacher informally assesses students
current knowledge of past perfect.
Procedure 1. Students form pairs and interview
each other about their first day in New York
(taking notes). 2. Teacher stresses appropriate
use of the past perfect, suggesting that students
pay attention to time-related trigger words such
as already, never, and ever. 3. Students present
their partners story to the class while taping
themselves. Finally, student volunteers will
engage in an all-class critique.
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Summary
Explicit analysis and recognition of forms guided
by the content of a text.
Production of target form driven by expression of
content.
Teacher modifies instruction based on student
responses.
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Demo 2
Purpose To demonstrate the integration of
meaning and form instruction through an
assessment-driven activities series
Level Low-intermediate
Linguistic target Simple past tense
Content Possible bias incident reported
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Activity A
Objective Target form will be identified after
post-reading comprehension activity
Activity Procedure
Step 1 Students answer true/false questions (see
handout 2)
Step 2 Teacher highlights form in questions
(see handout 3)
Step 3 Students identify form (depending on
student level, teacher may inform students of
form)
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Activity B
Objective Teacher will informally assess student
current knowledge of simple past form.
Procedure
Step 1 Students answer questions and fill in
the simple past form. Note Questions 5-8 are
irregular forms. (see handout 4)
Step 2 Teacher assesses student level.
Step 3 Teacher modifies instruction of target
form based on class level of proficiency.
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In these activities, the content of the article
is the vehicle for assessment and the instruction
reflects the dual approach.
Indirect focus on form through comprehension
questions
Close activity in which students generate target
form
Teacher modifies instruction based on student
responses .
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Adjusting instructional strategies based on
learner-readiness
Explicit
Implicit
(Rule explanation)
(Recasts)