The Process of Teaching English (5th Draft)
The process of teaching English in Venezuela has been evolving during the last thirty years and the students have been adapting themselves and their needs to this reality. This process of changing is understood as a teaching method that the students must pass through to achieve effective English apprenticeship. One of the most used technique in this process of teaching English is the “Reading Comprehension”, and is for that reason that during the time of teaching English it is very important to develop this skill. Regarding the teaching process orientation about reading comprehension, there are three approaching groups which are established depending on the way that the students process the information during the reading: The Ascending Approach, The Descending Approach and The Interactive Approach.
Firstly, the ascending approach explains the process of reading as the execution of a series of operations which are initiated with the perception of the visual stimulus that appear on the reading and that it is concluded when the students reconstruct in their minds what the author wants to transmit. At this point the visual stimulus becomes equally important because it allows to the students to develop the process of making the general ideas of what they have read in a visual way. According to (Santiago, 2004) “a visual stimulus is a reaction that an object in a passive way produces over a subject that is in front of this”. The descending approach is characterized for giving more importance to the visual perception process during the reading. It is for that reason that this approach is taken as important fro the process of learning English, besides it helps to the student to improve their knowledge and vocabulary giving them the tools to create new ideas that will assist them to interpretate the reading. The ascending approach contributes to generate a visual recreation of the text; the advantage of this is that a student reader like a university student can take a whole idea of what he is reading to later conclude the text with a general perception of this.
In contrast with the Ascending Approach, the descending Approach is defined as a series of operations or steps to follow that are initiated with the hypothesis formulation that the student’s readers make about the meaning of the text and then confirm or reject as a final result of the analysis made to the information given on the text. In other words the process will start in the student’s readers mind and will conclude when they finish the reading. This approach assists to the readers to comprehend the text but taking into account that the hypothesis that he has made about the text gave him the exactly kind of knowledge he was looking for on it. For example, a student of English would look in a vocabulary book some unknown English words. Using the descending approach he will confirm or reject if the book provided him the information he was looking for.
Besides these two previous approaches it is found the interactive approach which explains that the reconstruction of the text meaning during the reading is the result of the interaction of the two previous types of approaches. At this point the reading comprehension process takes place when the students finally construct in their mind the ideas taken from the text. Also is important to say that from these three approaches of reading comprehension, the interactive approach is the most complete of them, since it involves the whole process of reading comprehension and bring to the students the exactly information he is looking for. That will allow them to comprehend the text and also the English language in an easier way. Therefore the students after processing the information could acquire the ability or aptitude to react in front to the text using the English language.
The Ascending approach, the descending approach and the interactive approach help to the student’s readers to improve their process of reading comprehension since they allow setting up general ideas of the text that he is reading. Those approaches are consciousness process that the reader establishes before starting a reading what during the moment of walking through the text will allow to find the information that he is looking for on it. Finally is important to say that those approaches are useful for the reader in order to recreate mental processes orientated to comprehend a text.
Firstly, the ascending approach explains the process of reading as the execution of a series of operations which are initiated with the perception of the visual stimulus that appear on the reading and that it is concluded when the students reconstruct in their minds what the author wants to transmit. At this point the visual stimulus becomes equally important because it allows to the students to develop the process of making the general ideas of what they have read in a visual way. According to (Santiago, 2004) “a visual stimulus is a reaction that an object in a passive way produces over a subject that is in front of this”. The descending approach is characterized for giving more importance to the visual perception process during the reading. It is for that reason that this approach is taken as important fro the process of learning English, besides it helps to the student to improve their knowledge and vocabulary giving them the tools to create new ideas that will assist them to interpretate the reading. The ascending approach contributes to generate a visual recreation of the text; the advantage of this is that a student reader like a university student can take a whole idea of what he is reading to later conclude the text with a general perception of this.
In contrast with the Ascending Approach, the descending Approach is defined as a series of operations or steps to follow that are initiated with the hypothesis formulation that the student’s readers make about the meaning of the text and then confirm or reject as a final result of the analysis made to the information given on the text. In other words the process will start in the student’s readers mind and will conclude when they finish the reading. This approach assists to the readers to comprehend the text but taking into account that the hypothesis that he has made about the text gave him the exactly kind of knowledge he was looking for on it. For example, a student of English would look in a vocabulary book some unknown English words. Using the descending approach he will confirm or reject if the book provided him the information he was looking for.
Besides these two previous approaches it is found the interactive approach which explains that the reconstruction of the text meaning during the reading is the result of the interaction of the two previous types of approaches. At this point the reading comprehension process takes place when the students finally construct in their mind the ideas taken from the text. Also is important to say that from these three approaches of reading comprehension, the interactive approach is the most complete of them, since it involves the whole process of reading comprehension and bring to the students the exactly information he is looking for. That will allow them to comprehend the text and also the English language in an easier way. Therefore the students after processing the information could acquire the ability or aptitude to react in front to the text using the English language.
The Ascending approach, the descending approach and the interactive approach help to the student’s readers to improve their process of reading comprehension since they allow setting up general ideas of the text that he is reading. Those approaches are consciousness process that the reader establishes before starting a reading what during the moment of walking through the text will allow to find the information that he is looking for on it. Finally is important to say that those approaches are useful for the reader in order to recreate mental processes orientated to comprehend a text.
posted by Andrea-851 | 10:51 AM
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