Journal Ⅲ (4/28 or 5/19) Highlight anything that you have learned through this course and discuss why this is meaningful for your learning and instruction?
Before taking this course, actually, I didn’t expect to learn something new form this class since reading is the most familiar section with me. I just think teaching second language reading is typical process in the classroom and very simple. But, even if this course is not finished, through this course, I can totally change my thought of teaching second language reading.
Teaching second language reading includes various methods, skills and perspectives than I expected. First, through this course, I can recognize which skills that I use while I read a passage. It means I can recognize my reading skills and I can utilize those skills when I read other passages. Before recognizing my reading skills, I just tend to read a passage typically and not paying attention to reading skills that I used. However, I come to know such as think-aloud approach through this course. I was really meaningful to me. I can know my reading skills while reading and even I can be critical to my reading type. Before, I knew I used reading skills such as skimming and scanning but actually I use a lot of reading skills such as word attack skills, visualizing etc. Recognizing reading skills is really helpful for me to be a better reader. I will make my future students recognize their reading skills when they read.
Second, through this course, I can fully understand reading process. Actually, I didn’t think that to know reading process is not useful to be a good reader because I just thought fast reading is the most important part in reading. So, I thought it is not useful. However, after knowing the reading process precisely, I can read much faster than I didn’t know the reading process. Because, after knowing reading process, I can fully understand that and I can utilize a lot of strategies, methods while reading. And those strategies and methods are accurately helpful to be a fast reader. So I think this process is essential part in teaching second language reading.
Journal 2 (5/5)
Discuss readings skills that you have learned in this class, but have rarely used in your reading. Do you think they are really necessary ones for better reading? Why or why not?
In our textbook, there are many reading skills we covered in this class. But as for rarely used reading skills, I think to distinguish which skill is frequently used or not is quite difficult. Because when I am reading the passage, I unconsciously use reading skills and usually these reading skills are integrated together. But I can find out some reading skills that I rarely used in reading after looking through my personal type to study English and recalling my teenager time.
First, “recognizing words in context” is not used frequently in my reading. Since Korea’s trend for studying English is not to recognize words in context but to memorize the meaning of words because of the College scholastic ability test, I just try to memorize the meaning of the word when I encounter new words. This method is more effective to prepare the test.
Second, “identifying a writer’s technique” is also rarely used when I am reading the text. As I mentioned before, since I have to prepare the test, this skill is not useful for the test. I just have to learn some skills that are useful to find out the main idea for the passage quickly. So I don’t think I use this skill frequently when I am reading the English text.
Like this situation, “Forming judgments” is rarely used in my reading. I didn’t need to set my opinion after reading the text so I didn’t use this skill when I was a high school student. But after entering the university, I think I use this skill occasionally because university requires students to read actively.
In conclusion, those kinds of skills are apparently helpful to become an excellent reader but in Korea, because of the test and circumstances, students don’t have enough opportunities to use these skills. Therefore, teachers should make students read more actively and also encourage them to become better readers not just good at the test. It will more effective for students in long term.
In our textbook, there are many reading skills we covered in this class. But as for rarely used reading skills, I think to distinguish which skill is frequently used or not is quite difficult. Because when I am reading the passage, I unconsciously use reading skills and usually these reading skills are integrated together. But I can find out some reading skills that I rarely used in reading after looking through my personal type to study English and recalling my teenager time.
First, “recognizing words in context” is not used frequently in my reading. Since Korea’s trend for studying English is not to recognize words in context but to memorize the meaning of words because of the College scholastic ability test, I just try to memorize the meaning of the word when I encounter new words. This method is more effective to prepare the test.
Second, “identifying a writer’s technique” is also rarely used when I am reading the text. As I mentioned before, since I have to prepare the test, this skill is not useful for the test. I just have to learn some skills that are useful to find out the main idea for the passage quickly. So I don’t think I use this skill frequently when I am reading the English text.
Like this situation, “Forming judgments” is rarely used in my reading. I didn’t need to set my opinion after reading the text so I didn’t use this skill when I was a high school student. But after entering the university, I think I use this skill occasionally because university requires students to read actively.
In conclusion, those kinds of skills are apparently helpful to become an excellent reader but in Korea, because of the test and circumstances, students don’t have enough opportunities to use these skills. Therefore, teachers should make students read more actively and also encourage them to become better readers not just good at the test. It will more effective for students in long term.
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