TRABAJO PRÁCTICO N° 3 Contenidos teóricos a consultar: ESTRUCTURAS VERBALES (pp. 43-47) TEXTO: GRABE, WILLIAM and STOLLER, FREDRICKA L. (2002). Reading to search for simple information and reading to skim. Reading to learn from texts. Section 1: Understanding L2 reading in Teaching and Researching Reading. Applied Linguistics in Action Series. Edited by Christopher N. Candlin & David R. Hall. Longman, Great Britain, pp. 11-12. 1-A medida que lea el texto observe el uso del verbo BE y determine si es verbo auxiliar o verbo principal. 2-Observe en el texto las palabras terminadas en –ing y determine si son verbos, sustantivos o adjetivos. 3-La lectura destinada a la búsqueda de información le demanda al lector el empleo de diversas estrategias. Desarrolle el planteo. 4-¿Qué ocurre con la lectura en un contexto académico-profesional? ¿Cómo se lleva a cabo? ¿Cuál es el rol de la inferencia en este tipo de lectura? Reading to search for simple information and reading to skim Reading to search for simple information is a common reading ability, though some researchers see it as a relatively independent cognitive process. It is used so often in reading tasks that it is probably best seen as a type of reading ability. In reading to search, we typically scan the text for a specific piece of information or a specific word. As an example, we usually search through a telephone directory to find key information, either an address or a phone number. In prose texts, we sometimes slow down to process the meaning of a sentence or to search for clues that might indicate the right page, section, or chapter. Similarly, reading to skim (i.e. sampling segments of the text for a general understanding) is a common part of many reading tasks and a useful task in its own right. It involves, in essence, a combination of strategies for guessing where important information might be in the text, and then using basic reading comprehension skills on those segments of the text until a general idea is formed. Reading to learn from texts Reading to learn typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text. It requires abilities to • • • remember main ideas as well as a number of details that elaborate the main and supporting ideas in the text recognise and build rhetorical frames that organise the information in the text link the text to the reader’s knowledge base Reading to learn is usually carried out at a reading rate somewhat slower than general reading comprehension (primarily due to rereading and reflection strategies to help remember information). In addition, it makes stronger inferencing demands than general comprehension to connect text information with background knowledge (e.g. connecting a character, event or concept to other known characters, events or concepts; or connecting possible causes to known events).