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Key Points Chapter Six
Shrum and Glisan
Special Methods of Instruction I
Summer 2012
GRAD 210
Dr. Bowles, Instructor
Using an Interactive Approach
to Develop Interpretive Communication
• Communication in the real world does not occur in
isolation. Skills are used in concert and are shaped by
specific cultural contexts.
• Comprehension and interpretation involve cognitive
processes for the integration of skills and social
processes, such as discussion for meaning.
• ACTFL standards define communication using three
modes that emphasize context and purpose of
communication with the four skills working together in
an integrated fashion.
• The framework is based on a model by Brecht and
Walton (1995) that illustrated how we participate in
cultural discourses.
The Three Modes
• Interpersonal: two-way oral or written
communication and negotiation of meaning
• Involves all four skills
• Realized through face-to-face conversation and
written correspondence
• Participants
• observe and monitor one another
• Make clarifications and adjustments in
communication
The Three Modes
• Interpretive: listening, reading, viewing
▫ Includes cultural perspectives, personal opinions, and
points of view
▫ Includes reading and “listening” between the lines
▫ Based on “inferencing”—using generalization, synthesis,
and /or explanation to reason a step beyond the text
▫ Interpretation of text also includes predicting, reaching
conclusions, giving opinions and explanations, questioning
textual assertions, and relating text to other texts
 Self to text
 Text to text
 Text to world
The Three Modes
• Presentational: formal, one-way communication
to an audience of listeners or readers
• Involves speaking and writing
• Includes giving a speech, oral report, preparing a
paper or story, producing a newscast, for example
Interpretive Communication: Listening
and Reading Processes
• The comprehension process
• Based on Schema Theory—a cognitive theory
based on the mental processes that connect new
information and experiences to prior knowledge
• For reading in another language, the theory points
out the role of the reader and the interaction
between text and reader’s background knowledge.
• The reader/listener must be able to link new
knowledge to memory structures (schemata) that
already exist.
Interpretive Communication:
Listening and Reading Processes
• The comprehension process
▫ Involves both cognitive and social process
▫ Listeners and readers must use
 Knowledge of TL
 Background knowledge/experience of world
 Knowledge of discourse types and how they are
organized
 Ability to hold information in short-term memory
 Ability to use a number of strategies to bring
meaning to the comprehension task
Interpretive Communication: Listening
and Reading Processes
• The comprehension process
• Bottom-up processing: meaning is understood through
analysis of language parts
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Discrimination between sounds and letters
Recognizing word-order patterns
Recognizing intonation cues
Analyzing sentence structure
Translating individual words
Examining word endings
• Factors include
• Illustrative detail
• Surface language features
• Reader language proficiency
Interpretive Communication:
Listening and Reading Processes
• The comprehension process
• Top-down processing: meaning is derived through
contextual clues and activation of personal
background knowledge about content of text
• Identifying key ideas
• Guessing meaning
• Reader-driven—background knowledge of reader
• Factors include
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Reader background (semantic knowledge)
Reader perspective (reading strategies)
Text schema (topic)
Text structure (organizational pattern of information)
Episodic sequence (scripts or story grammar)
Interpretive Communication:
Listening and Reading Processes
• What we know
• Listener/reader uses both types of processes
• Learners use top-down for most immediate needs
and bottom-up to “repair” comprehension
• Comprehension is also a social process:
• Readers interact with the features of the text
• Comprehension/interpretation affected by
experiences of learners
• Discussion of text offers insight and new knowledge
to listeners/readers
Interpretive Communication:
Listening and Reading Processes
• The comprehension process
▫ The relationship of L1 and L2 interpretive processes
 L1 reading skills and L2 linguistic knowledge contribute to one’s L2
reading comprehension with L2 knowledge contributing a bit more.
 Linguistic knowledge contributes more at lower proficiency while L1
reading skills contribute more in reading at higher levels.
 Second language reading differs from L1 because it involves two
languages in almost all of its processes (Koda, 2007)
▫ Three major distinctions between L1 and L2 reading (Koda)
 Unlike beginning L1 readers, L2 learners can use their prior literacy
experience for assistance
 Beginning L1 readers have developed a linguistic system prior to
formal literacy work unlike L2 readers. L1 readers begin with decoding
words, but this does not work as well for L2 readers because they do
not have a pre-existing linguistic code
 L1 focuses on processing in a single language. L2 involves processing
in two languages.
Interpretive Communication:
Listening and Reading Processes
• Listening comprehension
▫ Research focused on discourse signaling cues:
metalinguistic devices that function as directional
guides to signal how readers and listeners should
interpret the incoming information
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Previews
Summarizers
Emphasis markers
Connectives
(There are four stages of….)
(To sum up so far….)
(This is the key….)
(and, or, first, etc.)
Interpretive Communication:
Listening and Reading Processes
• Differences between listening and reading
• Written texts are
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Presentational
Intended for an audience
Organized grammatical into coherent paragraphs
Accessible for multiple readings
• Spoken texts
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Contain ungrammatical or reduced forms
Marked by pauses, hesitations, and fillers
May feature topics that shift as conversation drifts
Limited opportunities for comprehension
The Viewing Process
• The interpretive mode also refers to
viewing videos, films, and TV
programs
• Advantages:
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Increased listening comprehension
Positive effect on grammar skills
Development of advanced level proficiency
Learning cultural information
Good for advanced organizers
Greater confidence for output
Captioning also provides positive effects
The Viewing Process
• Reader- and Listener-Based Factors
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Topic familiarity
Short-term or working memory
Strategies in comprehending and interpreting
Purposes for listening/reading/viewing
Anxiety
The Viewing Process
• Text-based Factors
▫ Length (edit the task to the level of the students)
▫ Organization including signaling cues and nonlinguistic features (charts, graphs, titles, fonts)
▫ Content and interest level
▫ New vocabulary
Integration of Authentic Texts
• Choose authentic texts that are age- and levelappropriate.
• Edit the task, not the text.
• Literary texts promote affective awareness and cognitive
flexibility.
• Literary texts provide opportunities for developing
language proficiency.
• Choose literary texts that express basic, shared cultural
beliefs of the TL.
• Teach literature through workshop-style instruction (lit
circles, journaling, peer review, reader’s theater)
The Interactive Approach
• Involves actively constructing meaning between
the text and personal experience and/or
background knowledge.
▫ Interpretive: Ss comprehend and interpret a text,
acquiring new information and culture perspectives
(preparation/comprehension phases)
▫ Interpersonal: Ss share information, inferences, and
reactions (interpretation/discussion/creativity)
▫ Presentational: SS use new knowledge and
perspectives as they create a summary and/or an oral
or written product (creativity/extension phases)
L1 or L2?
• Research shows that testing in L1 provides better
information about the comprehension level of
Ss.
• Teacher modifies language use to match
learners’ proficiency levels and the
reading/listening tasks.
• Use the L2 especially during the
Interpretation/Discussion/Creativity/Extension
phases of the interactive model.