Language Model

(Different Strategies used in Language Teaching)

 The most common approach to literature in

the EFL classroom is what Carter and Long (1991) refer to as the language-based approach. Such an approach enables learners to access a text in a systematic and methodical way in order to exemplify specific linguistic features e.g. literal and figurative language, direct and indirect speech.

 This approach lends itself well to the

repertoire of strategies used in language teaching - cloze procedure, prediction exercises, jumbled sentences, summary writing, creative writing and role play which all form part of the repertoire of EFL activities used by teachers to deconstruct literary texts in order to serve specific linguistic goals.

Cloze Procedure
Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique.

What is its purpose?

to identify students' knowledge and understanding of the

reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students' vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading to encourage students to think critically and analytically about text and content

Example
Supply choices for the blanks.
1. Just as ____________have fur, birds have ____________. (coats, animals) (feathers, wings)

Prediction Exercises
Effective readers use pictures, titles, headings, and textas well aspersonal experiencesto make predictions before they begin to read. Predicting involves thinking ahead while reading and anticipating information and events in the text. After making predictions, students can read through the text and refine, revise, and verify their predictions.

Why Is It Important?
Making predictions activates students' prior knowledge about the text and helps them make connections between new information and what they already know. By making predictions about the text before, during, and after reading, students use what they already knowas well as what they suppose might happento make connections to the text.

Snow (1998) has found that throughout the early grades, reading curricula should include explicit instruction on strategies used to comprehend text either read to the students or that students read themselves. These strategies include summarizing the main idea, predicting events or information to which the text is leading, drawing inferences, and monitoring for misunderstandings.

Jumbled Sentences
Jumbled sentences are one sort of language proficiency test question. Proper sentences are divided into phrases. These phrases are jumbled. The student is expected to look at the jumbled phrases, comprehend the meaning implied, and put the sentence in order.

Examples:
1. the

red

baby mother

a gave her

apple

2. the e .

baby eat

apple

to

tried

th

Summary Writing A summary is condensed version of a larger reading. A summary is not a rewrite of the original piece and does not have to be long nor should it be long.

To write a summary, use your own words to express briefly the main idea and relevant details of the piece you have read. Your purpose in writing the summary is to give the basic ideas of the original reading. What was it about and what did the author want to communicate? While reading the original work, take note of what or who is the focus and ask the usual questions that reporters use: Who? What? When? Where? Why? How? Using these questions to examine what you are reading can help you to write the summary.

Creative Writing
Creative writing is anything where the purpose is to express thoughts, feelings and emotions rather than to simply convey information.

Role Playing
In role playing, students act out characters

in a predefined "situation". Role-playing refers to the changing of one's behaviour to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role. While the Oxford English Dictionary offers a definition of role-playing as "the changing of one's behaviour to fulfill a social role"

What Is Its Purpose?

Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective.

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