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Strategies

ofpractice

5'

dealing

with

vocabulary,

and

chapter

6,

dearingwith

syntax,

ind.uding

cohesion.

il:f

,Y["]:i:i:T:-':ff".;".*1".y"^"nt*ol'roa""rtood,il;.;;;;*aystrubenable

to

make

sense

of

the

text

as

a

wnoG.

cven

r,r

reaa"rs

t

ave

d'ffilr:li:,iir"n

oncerns

the

interpretation

of

value (not

so

much

what

the

writer

says

as

why

she

ays

it)

and

the

relationships

between

different

parts

ofa

text,

orl"i*r".n

reader,

riter

and

text.

we

deal

wiih

these

i"

crr"pi"r

z.

students

naturally

often

have

ifficulties

with

the

conceptual

content

ofiexis, particularly

if

the

topic

is

unfamiliar

r

ifwriter

and

reader

are

from

airrereni

cuttures,

but

these

ar"

mosfly

outside

the

cope

of

this

book.

Aspeqts

of

the

cultural

background

,"v

*.lin.ia

explaining,

andany teachers

(especialy

those

teaching

languages

for

specific

purposes

_

ESp

and

so

n)

find

themselves

willy-nilly

teaching

ionript

",

*ell.

However,

concept

formailon

li,X1ffill,

"ot

the

iob

oi

tr,.

fioer"d

t?r.ii.i

"nu

*"

,r,ru

gir*

it

,lJo

,u,,"

Teaching

text

att

ack

s/cills

students

need

a

range

of strategies

to

deal

with

texts.

As

we

want

them

to

confront

roblems,

instead

of

running

away

frorn

trr.*,

we

refer

to

these

as

@rraclr

s&ills,

orrowing

a term

from

mottrer

tongue

t.r.t

irrg.

The

first

siep

is

to

identifv

the

sources

ofpot.ntirt

troobre.

Most

students

are

well

ware

when

they

have

problems

with

vocauulary(ttrdh;;t-"l*ays,

as

we

shall

see),

o

they

usually

appreciate

the

need

for

woid

attack

skills.

other

sources

of

ifiicultv

tend

to

be

less

familiar;

trainiri

ir-t.x

"it".il,r,ijirli*rrrre

invotvesakingstudents

aware

of

things

they

noilruv ao

r"inotl."

"iii.

rnir.rureness

is

;ili"'$d:"uers

who

understand

wt

at

"an

go

wrons

can

take

steps

to

sort

out

their

The

problem

of

credibility

It

is

difficult

to

convince

people

that

problems

can

arise

from

bits

ofthe

text

they

areardly

aware

of.

Some

ofihe;tra6fi;a;ired

(eg

working

out

what

reference

ords

rike

cr

and

rftrs.refer

to)

mav

[e

aism'irs.a

,inior

iiil?il;r.terral

o'ers

trXfit};rlfficulties.It

ls

trport"iriiot

to

ro'r,

on

"

r[iii-iliii

fr"o

can

demonstrate

The

time

to

raise

an

issue

is

when

the

students

have

been

brought

face

to

face

wrth

a

roblem,

and

can

ther.tor.

,.*

trrl

por"itp*ctising

a ,tr"i"gy

i#eal

with

it.

If

you

an

manage

without training

on some of ttre

auUsl

alre;;;itAi;tt"ck

(dealing

with

omplex

syntax,

for

instance),

ro

*u"r,

tt

"

l.1t_"1-.uy

not

at

the

expense

ofleaving

.tudents

helpless.

Mv

vie*

i"

it

"t

a ...t"in-amount

orspecmc

strailgy

,,ainin

is

elpful,

but

that

most

of

it

should

u"

"ii"iic,

as

problems

are

encountered

in

texts.

If

you

are

not

clear

about

the

purpose

of

an

exercise,

or

not

convr*u

"u,

,i".1

*

etter

not

to

use

it,

because

itl.

"rsy

to

mrt"

training

seem

pointless.

An

integratedprocess

It

is

convenient

to

assume

that

readers

use

dilrerent

skills

to

make

sense

of

dilferent

eatures

of

a

text

(cohesion,

rhetori.;l-;;;ir"tion

and

so

on).

This

enabtes

us

to

escribe

each

aspect

separately

and

to

foius

ana

simplify

our

approach.

The

various

text

features

are

not

however

fully

separable,

but

tighfly

bound

up

with

ne

another,

and

it

is

important

not

to

or".looi

trr"

integr"tiv"

,'tiii

r"qui"ed

to

make

ense

oftle tefi

as

a

whole.

Th.

r""a.r

mu.tl

aute

to

rispona

toGL*"u

message,

4t