features : 1) It has coherence 2) It has cohesion These inherent features of a well-written text facilitate the interpretation of the text during the reading process.
COHERENCE Coherence is the quality that makes a text conform to a consistent world view based on ones experience and culture or convention, and it should be viewed as a feature related to all three participants in the interactive process : the writer, the written text, and the reader. COHERENCE Experts Voices About Coherence and Cohesion : According to Widdowson, coherence is perceived through the interpretation of the particular illocutionary act or acts and through the illocutionary development of the conversation or the written text. Hasan (1985 : 94) further asserts that ... cohesion is the foundation on which the edifice of coherence is built. Like all foundations, it is necessary but not sufficient by itself.
COHERENCE In the interactive approach to reading, as we have seen, coherence is not only text-based it is also reader- centered. From the readers point of view, coherence is the result of the interaction that takes place between text-presented knowledge and text-users schemata or stored knowledge regarding information and text structures. In other words, in order to process and understand a text, readers need to match the schemata of context and form presented by the writer in the text with their own schemata and their own view of the world and of the subject area or content presented in the text COHESION Cohesion is an overt feature of the text, providing surface evidence for the texts unity and connectedness. Since cohesion relies heavily on grammatical and lexical devices, it relates to the readers linguistic competence. COHESION This is an example of how some cohesive devices work, consider the following sequence of sentences taken from a narrative constructed by a young child : (1)There was a little boy who had a dog and a frog. (2) One day the frog got out of its jar and ran away. (3) The boy and the dog looked for the frog everywhere, but they could not find it. The three main characters in the story are all introduced as new information with the indefinite article in sentence
COHESION There are basically two types of reference that are important in constructing cohesion : 1). endophoric reference, which relates to anaphoric (i.e., backward) and cataphoric (i.e., forward) reference within the text, 2). exophoric reference, which relates to context outside the text.
COHESION Cohesion is not to be confused with coherence : 1). A text may be ostensibly cohesive but make no sense (lacking coherence) In the following text taken from an example given by Halliday and Hasan (1989 : 83) we have a superficially cohesive text that makes no sense and is therefore not coherent : A cat is sitting on a fence. A fence is often made of wood. Carpenters work with food. Wood planks can be bought from a lumber store.
COHESION 2). A text might lack overt cohesive devices yet be perfectly coherent if the ideas or information presented make logical connections with reality Carrell (1982 : 484), on the other hand, provides a good example of a short text that seemingly has no overt cohesion yet it makes perfect sense and enables the reader to perceive it as fully coherent : The picnic was ruined. No one remembered to bring a corkscrew. Coherence in this text is created due to the fact that both the writer and the reader share knowledge and schemata that relates corkscrews to wine bottles and wine to picnics. In fact nonnative speakers of English who do not drink wine often find Carrells short text to be incoherent.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING
GLOBAL PROCESSING DIFFICULTIES Readers often face a dilemma with respect to the plausibility of the message or the information presented in the text, when perceived from their own point of view. In cases like these, we say that there is a mismatch between the readers view of the world and the view that seems to be presented in the text.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING
GLOBAL PROCESSING DIFFICULTIES The following paragraph is taken from an article, Accidental Drug Addiction, by Muriel Nellis (1978). : Prescriptions for mood-altering drugs are disproportionately high among women because they constitute the largest group of patients seeking medical advice. It is known that women will reach out for and accept help at critical points in their lives.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING GLOBAL PROCESSING DIFFICULTIES
The reader who encounters above paragraph and who is preoccupied with sex discrimination might misinterpret the article as a text with a bias against women and one in which the author treats women prejudicially In fact, when the entire text is examined, it is clear that the article criticizes physicians who have a tendency to more readily prescribe anxiety-reducing drugs for women than for men.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING
GLOBAL PROCESSING DIFFICULTIES Since at this intratextual level of processing there needs to be interaction between global coherence and local coherence, language teachers can help students look for and recognize some of the features related to these concepts by asking these questions : 1. Where did the text appear and what do we know about the journal or the book where it appeared? 2. Who is the author and what do we know about him/her? When was the article or text published and what were the issues of concern at that time? 3. Strategies that combine top-down processing with scanning the text for key sentences can help the reader construct the overall coherence of the text.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING
GLOBAL PROCESSING DIFFICULTIES The example of how a close match between global and local coherence is maintained via the rhetorical structure of the text and cohesive elements that indicate relatedness of ideas within the text. A short article by Alfred North Whitehead (1957) : 1. The justification for a university is that it preserves the connection between knowledge and the zest for life by uniting the young and old in the imaginative consideration of learning. 2. Imagination is not to be divorced from the facts : It is a way of illuminating the facts. 3. Youth is imaginative, and if the imagination is strengthened by discipline, this energy of imagination can in great measure be preserved throughout life.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING
GLOBAL PROCESSING DIFFICULTIES Often, however, such global and local connections are not this explicit and the reader has to exert considerable effort to make sense of the writers intention. Language classes need to make students aware of such difficulties and encourage them to develop individual strategies as well as to develop some tolerance for coping with complex or poorly written texts. Another source of difficulty might be in the interaction between old and new information.
DIFFICULTIES ENCOUNTERED BY READERS WHILE READING GLOBAL PROCESSING DIFFICULTIES Carrell (1988) discusses two types of difficulties that learners may encounter when reading : 1). too much reliance on text-based features via bottom-up processing resulting in text boundedness, 2). or alternatively, too much reliance on knowledge-based processing, thereby allowing inappropriate schemata and irrelevant extratextual knowledge to interfere with proper text interpretation. Grammatical Feature that Cause Reading Difficulties
What is nominalization in English ? What is the example of noun phrase may be due to multiple modifier: What is the in examples of ESL/EFL readers that might have a hard time recognizing the head noun of the compound: Common prescribe drugs A recent government study Peak efficiency level Mood altering legally prescribe drugs
Adjectival clauses with deleted subject potentially create a twofold difficulty . On one the one hand , they may interfere with the identification of the modifier and the head; on the other hand , the grammatical form of the participles may mislead readers into thinking that such a construction is a verb phrase. The following examples will illustrate these two problems: Hundreds of species of plants and animals , hurt by dramatic environmental changes in the next century , will face extinction Science based technology has been described as the principal tool Leaders selected democratically reflect voters choices
Discourse Feature that Might Cause Problems Reference need to be maintained throughout a written message reader of any sort in order to ensure both cohesion and coherence. The reader relies on grammatical feature that provide indication of reference such as the pronoun system, the article system, or demonstratives. However, English often creates ambiguity in terms of such referential ties since redundant elements such as case and gender are not always available, or if available, still allow for multiple possible antecedents. For examples , Bob talked to Hans and then drove his car to Berlin. What does his refer to Bob or Hans ?
Let us consider some of the pronoun reference in the following passage from The Half People by Marya Mannes ( 1958):
People on horses look better than they are . People in cars look worse than they are . On any of our highways this last observation , unfortune as it may be , is inescapable. For the car, by bisecting the human outline , diminishes it producing a race of half people in a motion not of their own making . Automobiles can be handsome things , particularly if they are foreign , but they bestow none of their power and beauty on their passengers . It is not only that the people in cars face in one direction , like gulls in the wind or curious penguins , but that the sleekness and brightness of the car exterior makes them look shabby if not down - right- sordid.
Lexical Accessibility
Psycholinguistic models of reading have placed special emphasize on the reader being able to combine personal knowledge ( i.e, top d own processing ) with textual information ( ie bottom-up processing ) in order to get at the meaning of written text Accordingly , text book writers and reading specialists have often suggested that readers guess the meaning of unfamiliar words by using clues from the text , thus minimizing the use of dictionaries . Hayness( 1993) in her study of the perils of guessing field that ESL can be good guesser only when the contxt provide them with immediate clues for guessing , while insufficient context and low proficiency level on the part of the learner may lead to mismatches in word analysis and recognition that can cause confusion and misinterpretation of the target text Dubin and Olshtain( 1993) further emphasize the need for teacher to consider the extent to which a given text provides useful contextuals clue.
The optimal level of textual support , from the readers point of view , for any particular lexical items in the text should be derived from the combination of five difference sources. The reader general schemata or general knowledge structure extending beyond the text The readers familiarity with the overall content of the text Semantic information provided in the paragraph within which the lexical item appears Semantic information in the same sentence Structural constrains in the sentence
The following paragraph from dubin and olshtain (1992: 186) entitled The Demise of the dinosaurs contains the word succumb in the forth line , a word which no be familiar to many ESL/EFL reader yet whose semantic elements can easily be reconstructed from the text since all five types of support occur: In an age when our own species, Homo species Ponders survival , it see particularly important To find out what happened to the reptiles that Dominated this planet for so long . Did they succumb To a single catastrophe
SUGGESTIONS FOR DEVELOPING A READING COURSE
Defining Reading Goals Students will increase in the use of cognitive strategies to build knowledge from text. Evidence of strategy use will be based on frequency, appropriateness and effectiveness of the use of strategies, and the complexity of texts to which strategies are applied. The focus being that a reading course today should try to do the following : maximize independent reading opportunities, facilitate negotiated interaction with texts, foster metacognitive awareness and learner autonomy, and expand access to new content areas.
When planning a reading course, one of the major considerations should be giving learners ample time and opportunity to engage in independent reading. Silent reading in guided situations, shared reading in groups, and individual reading inside and outside the classroom should all be carefully planned as all integral part of the reading course. It is only when reading independently, according to self-defined needs and goals, that the learner can develop truly effective reading strategies A discourse-oriented reading course should allow learners to negotiate their interaction with text by constantly being involved in making choices and decisions with respect to the text. For example, learners can be told of different reading purpose for the same text and the consequences related to each. For readers to become effective and autonomous, they should be aware of the various considerations and strategies involved in successful processing. Metacognitive awareness helps readers make decisions and choices before, during, and after their reading of the text. Good strategies can often overcome linguistic deficiencies when dealing with complex texts.
Another important goal of a discourse-oriented course is to expose the learner to a variety of texts, genres, content areas, and styles of writing. While engaging in the processing of such different text and in doing the accompanying activities, the learner can develop both the knowledge component and the processing skills.
READING ACTIVITIES THAT LEAD TO THE DEVELOPMENT OF STRATEGIC READING
The knowledge component necessary for reading effectively, consist of three subcomponents that need to be tackled in the developing a reading course:
a. Language knowledge, which includes recognitions of vocabulary and syntax as well as graphic representations, b. Discourse knowledge and socio cultural knowledge, which include recognition and understanding of discourse features that are textual in nature (e.g., cohesion), discourse features that relate to writing conventions and genres and social and cultural knowledge related to writing, c. General ( prior) knowledge or knowledge of the world.
In order to help learners become independent and strategic readers they need to engage in the processing of a large stock of multipurpose reading matter. The selection of the reading passages, stories, and articles is perhaps the most important features of a good reading course. These selections should be interesting from the students point of view, so that they will motivate reading as such, and they should be suitable and adaptable to the kinds of learning and reading activities that the course intends to promote.
For younger learners, reading activities can focus on : a. The purpose of reading b. The development of reading strategies, c. Gaining information and knowledge.
Conclusion The reading process as an interactive communicative activity in which the reader plays a crucial role in the interpretation process and in which the text as produced by the writer, includes both facilitating and complicating features that need to be utilized and tackled. Intermediate and advanced course in ESL/EFL reading should enable students to experience, practice, and become efficient in coping with textual difficulties of the types. The ultimate aim is for readers to become self-sufficient and responsible for developing efficient reading strategies that suit their needs and interests.