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Top Down and Bottom Up Approach in Teaching
Language Skills
BILC Professional Seminar, Slovenia 2012
Ibrahim Ghanwi, Slovakia
Meaning
Conceptual The meaning of a word on its own.
Propositional The meaning of a sentence on its own.
Contextual The meaning a sentence can have only when in context.
Pragmatic The meaning a sentence has only as part of the interaction
between the writer and the reader.
Comprehension
Pronunciation significant sounds or phonemes Grammar morphology and syntax Pragmatics pragmatic comprehension
(misunderstandings) Semantics vocabulary, text (written or spoken)
comprehension
EVERYTHING BEGINS HERE
WE SHOULD CREATE GOOD CONDITIONS
FOR DEVELOPMENT
BOTTOM UP APPROACH
Bottom-up processing, so called because it focuses on developing the basic skill of matching sounds with the letters, syllables, and words written on a page.
Progressing from small or subordinate unit or units to a larger or more important unit, just as in the case of planting seeds.
It is an approach to a problem that begins with details and works up to the highest conceptual level.
TOP DOWN APPROACH
is a top-down processing, which focuses on the background knowledge a reader uses to comprehend a written text.
is an approach of/or relating to a hierarchical structure or a process that progresses from a large holistic unit to smaller, detailed subunits.
is an approach to a problem that begins at the highest conceptual level and work down to the details.
TD AND BU APPROACH TO TEACHING READING
„The writers encodes thought as language and the reader decodes language as thought.“
(Kenneth Goodman, 1988)
The purpose for reading a text: Person´s interest Academic duty Motivational purpose
Teachers should help their students to adopt the new purpose as their own = to motivate students to read for pleasure
The context = create a scenario
THE PHASES OF READING COMPREHENSION
Pre-reading
While reading
Post reading
PRE-READING (TOP DOWN APPROACH)
Brainstorming
Activate previous knowledge of the topic Think, write, discuss Key vocabulary (associations) Structure, outline, draft Prediction
How new information fits with the previous knowledge
Providing information to the teacher about students knowledge
Bridging student´s knowledge with text content
THE PERSON´S IDENTITYFACTORS INFLUENCING KNOWLEDGE
•Biology•Senses•Emotions
-Parents and family- Nature - Schools- Friends.-Customs and habits
Experinces
- Childhood- Puberty- Adulthood
- Shaping personality- Uniquenss- Respect- Buidling wisdom
WHILE READING
Efficient and effective reading Reading strategies The reader interacting with the text (both approaches in the construction of the
meaning of the text; fluent guessing) Word and structure recognition (decoding process) Reading meaningful chunks Conceptual knowledge
FACTORS INCREASING READING COMPREHESION
Vocabulary development Parts of speech, roots and endings, suffixes and prefixes,
compound words. Extensive reading- data base of reading and
listening materials. Reading speed Discourse knowledge
Rhetorical organisation of texts Genre-based approach (writing) Language functions – descriptions, narrations,
compare vs. contrast, cause vs. effect, fact vs. opinion etc.
Cohesives devices (substition, ellipsis, referencing etc.) Locating discourse markers
POST READING
Knowledge confirmation
Post-reading questions
Evaluating student´s adequacy of their text interpretations
Increasing student´s knowledge
INTERACTIVE APPROACH
Teaching-learning process demands both approaches to be applied
Both approaches complement each other, they are not alternatives
The orientation and the purpose determine which approach is being applie
QUESTIONS, PLEASE
WEBSITES ABOUT THE TOPIC
http://www.usingenglish.com/ http://www.teachingenglish.org.uk/articles/listening-
top-down-bottom http://eltnotebook.blogspot.sk/2007/02/teaching-
listening-top-down-or-bottom.html http://en.wikipedia.org/wiki/Top-down_and_bottom-
up_design http://www.ehow.com/info_12059397_difference-
between-topdown-teaching-bottomup-teaching.html www.zeepedia.com/read.php?bottom-up_top-do...