首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Language Comprehension, a Cognitive Element of Reading I. Introduction Reading: decoding and______【T1】______ II. Language compre
Language Comprehension, a Cognitive Element of Reading I. Introduction Reading: decoding and______【T1】______ II. Language compre
admin
2016-10-21
63
问题
Language Comprehension, a Cognitive Element of Reading
I. Introduction
Reading: decoding and______【T1】______
II. Language comprehension — ability to______【T2】______
A. different "levels" of language
-______【T3】______
— children’s language
B. different types of language
-______【T4】______
e.g. talk with friends
for children: ______【T5】______
— formal language: ______【T6】______
e.g. asking a child to retell a story
C. different______of language comprehension【T7】______
— explicit comprehension
The listener understands what is______.【T8】______
—______understanding【T9】______
One has to consider the context, the speaker and______.【T10】______
— speaker and listener’s______in communication【T11】______
III. Demands on children
A. developing an understanding of different genres,
______, perspectives, and styles【T12】______
B. understanding how those elements
— reflect the______of the speaker, author, or storyteller【T13】______
—______the underlying meaning of communication【T14】______
C. paying attention to______【T15】______
【T14】
In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)you fill in is(are)both grammatically and semantically acceptable. You may use the blank sheet for note-taking.
You have THIRTY seconds to preview the gap-filling task.
(a thirty-second interval)
Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.
Language Comprehension, a Cognitive Element of Reading
Good morning. Let’s begin today’s lecture by picturing a child reading a book silently to herself. She’s just sitting there, fairly motionless, staring at a book. Occasionally, she turns a page. Sometimes she laughs quietly to herself for no apparent reason. As the reader sits motionless, she is simultaneously decoding the text and comprehending the message contained within the text. That is what reading is all about — decoding and comprehension. The integration of these two skills is essential to reading, and neither one is more or less essential than the other. In this lecture, we’ll focus on one of the two elements involved in children’s reading acquisition: language comprehension.
Language comprehension generally refers to one’s ability to understand speech. It is important to remember that language is not at all generic. There are different " levels" of language. Adults do not speak to children the way they speak to other adults: stories for adults are aimed at a "higher level" than stories for children.
Further, there are different types of language. Language can be informal, as it often is in routine discourse among friends and family, or it can be formal, as it often is in classroom environments. Informal language for young children is usually very context dependent: the conversation typically focuses on information that is immediately relevant and often concrete. Formal language, on the other hand, is often decontextualized and abstract(e. g., asking a child to retell a story or to consider the perspective of a character in a story).
It is also worth noting that there are different types and levels of language comprehension. The most mundane form is explicit comprehension — the listener merely understands what is explicitly stated. The listener may not draw any inferences or elaborate on what is said, but at least the listener understands what is specifically stated.
A more elaborate form of language comprehension builds inferential understanding on top of explicit comprehension. Sometimes, in order to truly understand language, the listener must consider the context in which communication is taking place. Sometimes, one needs to "read between the lines" and draw inferences. Sometimes, these inferences are context dependent, meaning that it is necessary to consider the speaker and the audience. Consider the following statements out of context: "My car broke down the other day, and it’s going to cost $ 2,000 to fix! This couldn’t have come at a worse time, either. Bob Junior needs braces, and Mary hasn’t been able to work very many hours recently."
Out of context, this person seems only to be seeking sympathy. However, what would you think about these statements if you knew that this person was speaking to his boss? He never says it explicitly, but it is obvious that he is asking for a raise. In real communication, sometimes the true message is never explicitly stated — the listener must deduce the speaker’s intent behind the message.
For language to work, it is assumed that both the speaker and the listener are cooperating in their communication: The speaker is attempting to convey only the information that is relevant and interesting for the listener: the listener is trying to ascertain the important and relevant message that the speaker is conveying.
The context, the nature of the discourse, the speaker’s underlying intent — these and many other factors are important to comprehension. Often, what is not said is as important to the communication as what is said.
More than just an appreciation for the social context of communication and the ability to draw inferences, language comprehension involves a general awareness that the purpose of communication is to coherently convey information. Children need to develop an understanding of different genres, voices, perspectives, and styles. Children also need to understand how those elements may reflect the intent of the speaker, author, or storyteller, and how those elements affect the underlying meaning of communication. Young children typically do not have a well-developed appreciation of the pragmatics of speech, and teachers must often draw their attention to these comprehension skills explicitly.
It is also relevant to note that, particularly in the Southwest United States, sometimes there are cross-language issues related to language comprehension. A child’s native language may be Spanish, and she may have high levels of understanding in Spanish, but if she is in a classroom in the United States, her language comprehension is most likely being assessed in English.
Language comprehension in this context, then, refers to the child’s ability to understand and draw inferences from speech that is in a language the child understands, and that is at a level the child should be able to understand. If a child is expected to read English text, the child must understand spoken English adequately. If the child does not speak English, the text will be more meaningful if it is written in the language the child does speak and at a level she understands.
Next time, we’ll discuss the second cognitive element of reading, decoding. Thank you for your time.
选项
答案
affect
解析
转载请注明原文地址:https://kaotiyun.com/show/wN7O777K
0
专业英语八级
相关试题推荐
Psycholinguisticsisthestudyofthepsychologicalprocessesinvolvedinlanguage.Psycholinguistsstudyunderstanding,produc
Whichofthefollowingcontainsaninflectionalmorpheme?
______wasaPulitzerPrize-winningprolificAmericanauthorwhowroteTheJungle.
AccordingtotheSpeechActTheory,whenaspeakeruttersasentencetomakeastatementortomakeanoffer,heisperformingt
AccordingtoBloomfield,thesentencestructureis
"YoushouldspendmoretimeonEnglish"isa(n)
Whenimaginativescientistsfirstsuggestedthepossibilitythatonepersoncouldspeakdirectlytoanotheroveralongdistanc
Aftervaccinesandbednets,couldthehumblecookingstovebethenextbigideatosavemillionsoflivesinpoorcountries?Hi
_____areboundmorphemesbecausetheycannotbeusedasseparatewords.
TheGesturalTheoryofLanguageTheinitiallanguageinhominidswasgestural,andcommunicationusingthe【T1】______wasact
随机试题
下面哪项不是包涵体肌炎的临床特点
患儿,女,10个月。人工喂养,夜间多汗,睡眠不好。查体可见枕秃,肋缘外翻。血钙正常,血碱性磷酸酶增高。腕骨X线干骺端增宽,边缘不整。诊断为维生素D缺乏性佝偻病。与本病无关的病因是
下列哪一项不是抗生素范畴
关于经济因素对健康的影响,不正确的说法是
运距60~100m范围内能同时完成取土、运土、铺筑、初压的土方作业机械有()。
人工预算单价计算方法按工程分类有()两种计算方法和标准。
项目的可行性研究是项目业主或发起人为了确定投资方案而进行的工作,一般由设计和咨询机构完成,此种工作属于()
根据民事诉讼法规定,下列()案件由特定人民法院管辖。
(2015年)甲公司为居民企业。2014年有关收支情况如下:(1)产品销售收入2500万元,营业外收入70万元。(2)发生合理的工资薪金150万元,职工供暖费补贴23万元、防暑降温费20万元。(3)发生广告费300万元,税收滞纳金6万元、环保部门罚款
如果一种存储器的总线工作频率为333MHz,数据线宽度为32位,每个存储器总线周期传输1次数据,则该存储器的带宽为【55】_______MB/s。AM29LV160是一种典型的NORFlash芯片,芯片内部具有20条地址线和16条数据线,该芯片的存储容量
最新回复
(
0
)