READING WITH A PURPOSE

READING WITH A PURPOSE

1. PURPOSE

   • HAVING A PURPOSE MEANS HAVING A REASON TO DO SOMETHING WITH A GOAL IN MIND.
     • AFFECTS THE READER MOTIVATION, INTEREST AND MANNER OF READING.
       • THE GOAL INVOLVES LEARNING OR ENTERTAINMENT.

2. READING IN THE REAL WORLD

   • READING OUTSIDE THE CLASSROOM OR NONACADEMIC READING IS PERFORMED ACCORDING TO THE READER'S PURPOSE AND THE SITUATION.
     • INFORMATION VS. PLEASURE
       • READING FOR INFORMATION
         • SCANNING DOCUMENTS, READ LETTERS, ARTICLES OR BOOKS.
           • READ TO LEARN AND GAIN INFORMATION.
       • READING FOR PLEASURE
         • NARRATIVE IN PARTICULAR, POPULAR FICTION.
           • IT'S THE ANTITHESIS OF ACADEMIC OR SERIOUS READING.
       • DEPENDS ON WHAT WE WANT FROM THE TEXT.
   • WHY AND WHERE WE READ DETERMINATE HOW WE READ.

3. PLEASURE READING IN A FOREIGN LANGUAGE

   • KRASHENS THEORY
     • READING FOR PLEASURE IS AN IMPORTANT SOURCE OF INFORMATION FOR ACQUISITION.
       • THE STUDENT IS GOING TO SELECT WHAT HE/SHE WANTS TO READ.
     • TO ENCOURAGE THE READING
       • FOREIGN LANGUAGE DEPARTMENTS MUST PROVIDE RESOURCES OF INTEREST FOR THE STUDENTS.
       • CLASSROOM ENVIRONMENT MUST PROMOTE OUTSIDE READING.
         • STUDENTS SHOULD WORK WITH MAGAZINES AND NEWSPAPERS.
       • GENERAL CULTURE STORIES, TALES, INTERMEDIATE TEXT-COOKS AND OTHERS.

4. THE FACTOR OF INTEREST

   • CATEGORIES OF INTEREST
     • INDIVIDUAL OR PERSONAL INTEREST
     • SITUATIONAL INTEREST
     • TEXT-BASED SITUATIONAL INTEREST
   • FOCUS READERS' ATTENTION ON THE DIFFERENT TYPES OF TEXT THEY LIKE INCREASES THE PURPOSE INTEREST, AND THE SEGMENTS OF THESE TEXTS THAT ARE RELEVANT FOR THE READERS' PURPOSE ARE RECALLED BETTER THAN THOSE THAT ARE NOT. (SCHRAW AND DENNISON, 1994)

5. READING PURPOSE IN THE CLASSROOM AND THE CONCEPT OF TASK

   • A TASK APPROACH CONVEYS TO STUDENTS THE VALUE OF FLUENT AND EFFECTING READING.
     • READING FOR AN SPECIFIC PURPOSE MEANS READING TEXTS IN DIFFERENT WAYS AT DIFFERENT SPEEDS, DEPENDING ON THE INFORMATION NEEDED AND THE TASK TO BE CARRIED OUT.

6. FOREIGN LANGUAGE LITERACY AND ACADEMIC TASK

   • IN ADVANCE LEVEL
     • ACADEMIC TASK
       • TO PRESENT REPORTS OR WRITING PAPERS.
         • READING IS THE MOST IMPORTANT.
     • CRITICAL LITERACY
       • LITERACY IS A COGNITIVE PROCESS.
         • READING AND INTERPRETATION ARE THE MOST IMPORTANT.
           • LITERACY TASK TO ADVANCED LEVEL COURSES
             • AFFORD DIVERSE: OPPORTUNITIES FOR INTERACTION AMONG STUDENTS.

7. PRE-READING ACTIVITIES FOR THE ADVANCE LEVEL

   • A READERS' KNOWLEDGE IS RECOGNIZE AS A:
     • SIGNIFICANT FACTOR IN TEXT COMPREHENSION.
       • WRITING AND DISCUSSION.
         • SERVE EQUALLY WELL AS AN ENTRY INTO A WHOLE TEXT OR SEGMENT TEXT.
           • PRE-READING DISCUSSION CAN FOCUS ON:
             • CRITICAL ARGUMENT OR CONTROVERSY SURROUNDING INTERPRETATION OF A TEXT.

8. USES OF TEXT ACROSS THE CURRICULUM

   • IT'S THE INTENDED USE OF TEXTS BY READING LEARNERS.
     • LANGUAGE AND CULTURE
       • EMPHASIZE MORE ON THE POTENTIAL USES OF TEXT IN STUDENTS.
         • THIS COULD GET BETTER WITH COURSES AND PROGRAMS OF FOREIGN LANGUAGE.
           • THE FOREIGN LANGUAGE INSTRUCTION, PROVING STUDENTS REASON TO PICK UP A TEXT, ALSO GIVES THEM A WAY TO READ IT.
             • IN ADVANCE LEVEL COURSE
               • RETHINKING AND CONVENTIONAL METHOD.
                 • READ AND DISCUSS.
                   • THIS MEANS READING WITH A PURPOSE.
                     • TO DECIDE FOR OR AGAINST A PARTICULAR INTERPRETATION.
                       • WE NEED AN ORGANIZATION FOR THE COORDINATION OF READING INSTRUCTION ACROSS THE CURRICULUM.