French 611, German 631, French 611, German 631,

Spanish 643Spanish 643 ConclusionsConclusions

Brian GillBrian Gill

April 2005April 2005

http://fis.ucalgary.ca/Brianhttp://fis.ucalgary.ca/Brian

What we set out to coverWhat we set out to cover

• L2 or L1 ReadingL2 or L1 Reading• Logographic, syllabic and alphabetic Logographic, syllabic and alphabetic

scriptsscripts• Top-down and bottom-upTop-down and bottom-up• StrategiesStrategies• MemoryMemory• Eye movementEye movement• Types of readingTypes of reading• Text TypesText Types• Vocabulary AcquisitionVocabulary Acquisition• TechnologyTechnology

What we discoveredWhat we discovered

• L2 Reading comprehension is a L2 Reading comprehension is a complex process.complex process.

• Studies are:Studies are:– Very numerousVery numerous– Often inconclusive or contradictory Often inconclusive or contradictory

because of small sample sizesbecause of small sample sizes– Bewilderingly difficult to compare because Bewilderingly difficult to compare because

of the variety of parameters (age, setting, of the variety of parameters (age, setting, level, L1, L1 reading ability, text level, L1, L1 reading ability, text characteristics…)characteristics…)

Many Previous Findings Are Many Previous Findings Are Confirmed in Recent Confirmed in Recent

StudiesStudies• Background knowledge (content schemata) plays Background knowledge (content schemata) plays

an essential role in reading comprehension. an essential role in reading comprehension. • Rhetorical organization (formal schemata) plays Rhetorical organization (formal schemata) plays

a role.a role.• The short-circuit hypothesis remains robustThe short-circuit hypothesis remains robust• Teaching reading strategies improves Teaching reading strategies improves

comprehension.comprehension.• Fluent reading requires a large vocabulary.Fluent reading requires a large vocabulary.• The physical reading process (saccades & The physical reading process (saccades &

fixations) and the role of working memory are fixations) and the role of working memory are fairly clear.fairly clear.

A Major Change in A Major Change in EmphasisEmphasis

• Emphasis has shifted in the last ten years Emphasis has shifted in the last ten years from a belief that we should primarily teach from a belief that we should primarily teach top-down techniques to a belief we should top-down techniques to a belief we should concentrate more on bottom-up techniques concentrate more on bottom-up techniques (Birch, 2002). However, this raises many (Birch, 2002). However, this raises many questions.questions.

– What does bottom-up really mean?What does bottom-up really mean?– Automatic word recognition? Automatic parsing? Having Automatic word recognition? Automatic parsing? Having

vocabulary? Low-level processing?vocabulary? Low-level processing?

– What readers will benefit most?What readers will benefit most?– What techniques can be taught?What techniques can be taught?– What evidence is there that such teaching is What evidence is there that such teaching is

successful?successful?

And the jury is still out And the jury is still out on:on:

• What reading strategies we should What reading strategies we should teach first or most, and how to teach teach first or most, and how to teach them effectively.them effectively.

• If we should teach specific strategies If we should teach specific strategies for reading to learn.for reading to learn.

• How useful glosses are.How useful glosses are.• How to improve vocabulary How to improve vocabulary

acquisition.acquisition.• How to get students to read more.How to get students to read more.

And what about a little And what about a little Paradox?Paradox?

• Incidental Incidental vocabulary vocabulary learning is learning is inefficient.inefficient.

• Extensive reading Extensive reading creates fluent creates fluent ReadersReaders

ResearchResearch

• We have looked at various research studies We have looked at various research studies and seen how they are conducted and and seen how they are conducted and reported on.reported on.

• We have looked at how to design a research We have looked at how to design a research proposal (for quantitative research).proposal (for quantitative research).

• We have essentially ignored qualitative We have essentially ignored qualitative research (which is a pity).research (which is a pity).

• We will now look briefly at action research We will now look briefly at action research as a way to consolidate what we have as a way to consolidate what we have learned.learned.

Action ResearchAction Research

Based loosely on Grabe 2002: Based loosely on Grabe 2002: 155-244155-244

What is it?What is it?

“ “Action research involves the collection Action research involves the collection and analysis of data related to some aspect and analysis of data related to some aspect of our professional practice. This is done of our professional practice. This is done so that we can reflect on what we have so that we can reflect on what we have discovered and apply it to our professional discovered and apply it to our professional action. This is where it differs from other action. This is where it differs from other more traditional kinds of research, which more traditional kinds of research, which is much more concerned with what is is much more concerned with what is universally true, or at least generalisable universally true, or at least generalisable to other contexts.” (Wallace 1998: 16-17)to other contexts.” (Wallace 1998: 16-17)

Some Purposes for Some Purposes for Reading-Related Action Reading-Related Action

ResearchResearch• Through action research, teachers can:Through action research, teachers can:

– Determine the effectiveness of various instructional Determine the effectiveness of various instructional techniques (explicit vocabulary instruction, strategy techniques (explicit vocabulary instruction, strategy training, teacher-student questioning, etc.) in training, teacher-student questioning, etc.) in improving reading comprehension.improving reading comprehension.

– Find out why some instructional practices seem to Find out why some instructional practices seem to work well and others not, and for what reasons, with work well and others not, and for what reasons, with a view to modifying and remedying.a view to modifying and remedying.

– Evaluate alternative means of achieving instructional Evaluate alternative means of achieving instructional goals, experiment with them and evaluate their goals, experiment with them and evaluate their effectiveness.effectiveness.

– Examine the appropriateness of assigned reading Examine the appropriateness of assigned reading passages in terms of imagery, assumed background passages in terms of imagery, assumed background knowledge, grammatical complexity, length, density, knowledge, grammatical complexity, length, density, vocabulary, etc. vocabulary, etc.

(Grabe, 2002)(Grabe, 2002)

A Sequence for Action A Sequence for Action Research (1)Research (1)

1.1. Establish a purpose and a specific question.Establish a purpose and a specific question.• To improve vocabulary learning. To improve vocabulary learning. • How do I presently teach vocabulary directly?How do I presently teach vocabulary directly?

2.2. Anticipate outcome(s).Anticipate outcome(s).• I’ll find that my range of techniques is quite narrow, and find I’ll find that my range of techniques is quite narrow, and find

new techniques to incorporate into my repertoire.new techniques to incorporate into my repertoire.

3.3. Specify type of data to collect and ways to Specify type of data to collect and ways to collect it.collect it.

• Inventory of techniques through self-observation and Inventory of techniques through self-observation and reportingreporting

4.4. Consider time implications.Consider time implications.• I’ll need to research vocabulary-building techniques, and I’ll need to research vocabulary-building techniques, and

create a checklist (see handout)create a checklist (see handout)

A Sequence for Action A Sequence for Action Research (2)Research (2)

5.5. Collect data systematically.Collect data systematically.• I’ll fill out the checklist each MWF for a month, I’ll fill out the checklist each MWF for a month,

immediately after class.immediately after class.

6.6. Examine, Analyze & Reflect.Examine, Analyze & Reflect.• I’ll check the chart, think about the patterns, notice the I’ll check the chart, think about the patterns, notice the

things I don’t do.things I don’t do.

7.7. Generate practical solutions and experiment.Generate practical solutions and experiment.• I’ll try three techniques I’ve never used and incorporate I’ll try three techniques I’ve never used and incorporate

them into my lesson plans.them into my lesson plans.

8.8. Share insights with colleagues.Share insights with colleagues.• I’ll ask colleagues about their techniques, interview them I’ll ask colleagues about their techniques, interview them

and take notes, show them my checklist, analyze the and take notes, show them my checklist, analyze the results. Maybe I’ll present at a Teachers’ Convention or results. Maybe I’ll present at a Teachers’ Convention or Conference.Conference.

9.9. Start again at 1. with a new question.Start again at 1. with a new question.• For example: Do my students learn more vocabulary now? For example: Do my students learn more vocabulary now?

Are they happier?Are they happier?

And finallyAnd finally

• After so much thinking, a After so much thinking, a celebration is in order.celebration is in order.