Documente Academic
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Documente Cultură
Description: Complete reading comprehension and writing tasks and create a ghost story
based on The Canterville Ghost.
Transfer-of-skills Strategy:
Description of Strategy:
Implementation Steps:
A condensed version of
Oscar Wildes The
Canterville Ghost, in
Turkish, will be taught by the
3
Turkish literature teacher.
Afterwards, a meeting
between the literature teacher
and I will take place to
discuss overall student
strengths and weaknesses.
Following a mutual
collaboration, a writing task
about the story will follow a
reading comprehension
assessment in English.
The frst strategy is based on explicit transfer of skills. Reading is an important aspect
of language acquisition in both L1 and L2. In terms of reading in L2, a students success is
partially dependent on their reading skill level in L1. As Crdenas-Hagan , Carlson, C. D., &
Pollard-Durodola (2007) found [t]he transfer of skills that are fundamental for reading
acquisition, such as phonological awareness, is expected to be enhanced when students
receive some instruction in L1 and have made a transition to L2 reading and instruction (p.
250). As thus, this strategy is rooted in the students reading abilities, and associated skills, in
L1. Furthermore, this lesson revolves around the transfer-of-skills strategy in order to bolster
reading comprehension and reading skills in L2.
Vocabulary is the backbone of language, it is the vast repertoire that we draw from to
construct language and communicate. While in the process of acquiring a new language,
vocabulary must be presented within a coherent context. In other words, if novel vocabulary
is presented in a vacuum, comprehension and retention will suffer greatly. As stated by
Alharbi (2015) language learners need to master both spoken and written forms of
vocabulary and distinguish its meaning to craft successful meaningful connections socially
and mentally. The strategy, which has students write and illustrate a ghost story in groups, is
two-pronged. The first aspect establishes a meaningful connection between words that have
been pre-taught in Turkish and their synonyms. Second, the visual component (graphic
organizers and illustration) reinforces the new vocabulary through implementation and affords
visual learners an opportunity to absorb the lesson in line with their learning style.