The Parts of
ROLES OF TEXTS IN LANGUAGE LEARNING PROCESS
The texts enable the learners
- to learn meaningfully (meaningful learning; Cognitive
- to understand the target language’s culture,
- to improve the learners’ world knowledge,
- to prompt the learners’ awareness,
- to learn the language through experiencing in
their own life,
- to make it as the part of their life,
HOW TO CHOOSE THE TEXTS?
We should prefer
- more interesting & attractive topics for the
- the topics related with the learners’ needs,
- the authentic texts,
- the texts involving the famous, important and
- the texts improving the world knowledge of the
(CEF-R; BAILLY, DEVITT, GREMMO, HEYWORTH,
HOPKINS, JONES, MAKOSCH, RILEY,
STOKS and TRIM (Ed); 2000)
- authentic texts selected, graded and/or edited so as to be judged appropriate to the learner's
experience, interests and characteristics.(CEF-R;2000)
- texts composed to give contextualised examples of the linguistic content to be taught
(e.g. in a particular course unit) (CEF-R;2000)
- by simple exposure, but ensuring that new material is intelligible by inferencing from
verbal context, visual support, etc CEF-R;2000)
- the texts which are prepared by the native language
- texts which cycle the previous topics, structures
and words etc.
- the texts involving the current topics with colorful
HOW TO USE THE TEXTS?
- focusing on the important points in the text.
- internalizing the main and sub- skills in the
texts and studying them as a unitary system,
- experiencing the language (in &out of the
- wrapping the characters up in the texts,
- using evocative/reminiscent elements and symbols
such as using clumsy pictures,
- making a connection with the previous topics in
their text books.
|The pictures and texts from the learners'