Korean Job Discussion Forums

jajdude · Joined: 18 Jan 2003

Where I'm working the reading is sometimes quite hard for the students. I think it is not so useful to have too many difficult words and expressions, where the students need to use the dictionary a lot, and seem confused a lot as they struggle to comprehend and pronounce the many new words. I figure they should be able to read something without much trouble, understanding most of it and being familiar with most of the content, with perhaps 10% of the reading containing unfamiliar expessions and vocabulary. I think my boss/director feels it's useful to have difficult material so that in theory the students will learn many new words quickly. But I doubt they actually really absorb much of it and get frustrated by the difficulty.

Do you think reading should be just a little difficult?

sadsac · Joined: 22 Dec 2003 Location: Gwangwang

No, reading should be at a level that is understood completely by the student. The difficulty level should increase, along with their proficiency.

jajdude · Joined: 18 Jan 2003

Completely understood? I'm not sure about that. There will always be new words to learn. That's why we have dictionaries. Even us native speakers encounter new words sometimes. What I figure is that if they read a page that has, say 200 words, they should already know at least 180 or more of those words. Even then, that is a difficult page I guess. Perhaps there are different theories on the matter. I just feel it shouldn't be a big struggle to read something.

Scott in HK · Posted: Tue Feb 10, 2004 5:10 pm Post subject:

When it comes to reading....the student should always have an understanding of what is going on....if they can read the page and get the general meaning then they should move on....they should read without dictionaries...dictionaries are for after you have finished your reading...

but if they have no idea what the page is about..then the reading is too difficult...for the best learning is should be slightly above their reading level...

students need to be reminded that individual words are not that important...the idea is important...

there are a lot of reading strategies that you can teach to help students make a better connection to what they are reading...and this is the important thing...students have to make connections to what they are reading...it is an interactice process...not passive...they should be constantly thinking about what they are reading...

Ilsanman · Joined: 15 Aug 2003 Location: Bucheon, Korea

It should introduce some new vocabulary, use different tenses, and use colliqual (sp?) expressions. I like it when it uses dialogue. It shows students a typical conversation. I hate books that use slang at a low level. Also, words that have many homonyms will give you trouble.

It should require an explanation, not too in depth, and also it should be clear enough that you can ask some questions and the kids can answer.

Shincheon_Blues · Joined: 16 Dec 2003

Ya-ta Boy · Joined: 16 Jan 2003 Location: Established in 1994

I remember the way we were taught reading in grade school. On Monday we got our list of spelling words for the week. We did some activity or other with them. Then we had reading class and came across the same words. Later in the week we ran across the same 10 words but in different forms. In other words, our vocabulary, spelling and reading was carefully controlled so that we mastered each word and many of its variations.

I thought it was a great system. It worked for me.

sadsac · Joined: 22 Dec 2003 Location: Gwangwang

Jajdude: Thank you for pointing out that slight oversight. An understanding of 90% or better of the body of text is what I have as an expectation with my students.