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Intervention in teaching reading
in a foreign language: development
of divergent thinking and ambiguity
tolerance
Zdenka Gadusova
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Abstract
Aim. 7KHSDSHUSUHVHQWVSDUWLDOUHVXOWVRIUHVHDUFKDLPHGDWWKHGHYHORSPHQWRI
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Concept. The English Reading Comprehension Intervention Program KDVEHHQGHYHO
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Methodology. $VVXPSWLRQV SUHVHQWHG LQ WKH SDSHU DUH EDVHG RQ WKH FRJQLWLYH
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doi: 10.15503/jecs2021.1.297.313
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Results and conclusions. ,QWKHSDSHUWKHEnglish Reading Comprehension Interven- tion Program IRU%OHYHORIODQJXDJHSURÀFLHQF\LVLQWURGXFHGZLWKERWKWKHFRQWHQW
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Key words: UHDGLQJFRPSUHKHQVLRQ(QJOLVKWH[WLQWHUYHQWLRQSURJUDPPHGLYHU
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Introduction
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Table 1
Methodology guidelines for teacher (example)
Unit
Focus Divergent thinking and ambiguity tolerance
Duration PLQXWHV
Topic 6RFLDOUHODWLRQV
Title of the text 7KH*LUO,)ROORZHG Text type /LWHUDU\WH[W
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Procedure A. Introduction Warm-up activity THEBESTTITLE
Aim: WRGHYHORSGLYHUJHQWWKLQNLQJ
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O.K., today we are going to be a bit creative. I have brought for you some copies of photographs but without a title. This will be your task. So form groups of four and as soon as you get the photographs in your group, look at them. Each member of the group has to write down a suggestion for the title of each of the photographs. Then, share, discuss and defend your ideas/opinions with the group, but you must end up just with one conclusion - the agreed title for each photograph. You have 4 minutes to do so. ... Now, let’s listen to your suggestions. Group no. 1, who will tell us what you have agreed on? ...O.K., write your titles on the black-/
white-board under the photographs. ....So we have 4/5/6 different titles for each photograph. But which one do you like most? We are going to YRWHIRUHDFKWLWOH:KRWKLQNVWKHÀUVWWLWOHLVWKHEHVW"+DQGVXS
O.K., seven votes. Next one, title two, who likes this one? Hands up.
... Oh, just three votes. etc. ... So, the winning titles are: ... Who has suggested this one? ... Congratulations.
B. Main part Pre-reading
activity WHATWOULDHAPPENIF ...
Aim: WRGHYHORSGLYHUJHQWWKLQNLQJ
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Duration: PLQXWHV
Instruction: 7HDFKHUVD\V
Form groups of four. Each group will be given a number of strips of paper to write on. Take your worksheets and read the sentence which you will ÀQGLQWKHWDVN:+$7:28/'+$33(1,)
I’d never IRUJLYHP\VHOI if anything KDSSHQHG to her because I didn’t go to meet her.
And divide these four questions between each other:
a) Where should they meet?
b) Why should they meet?
c) What kept the person from going to meet her?
d) What could happen to her?
Each person in the group chooses just one question to answer and writes down (on the pieces of paper) as many answers to the question as s/he can think about. You have 3 minutes to do that. Now share your ideas in the group, discuss the suggested answers and choose the best matching possibilities (answers to question a-d) to create a story. You have 3 minutes to do that. Finished? So, let’s listen to your stories. The other JURXS OLVWHQV FDUHIXOO\ DV WKHLU WDVN ZLOO EH WR ÀQLVK WKH VWRU\ ZLWK D
“happy end” or a “sad end”.
While-reading
activity READINGTHETEXTANDIDENTIFICATIONOFTHENARRATOR
Aim: WRGHYHORSGLYHUJHQWWKLQNLQJ
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Social form: LQGLYLGXDOZRUNRIVWXGHQWV Teaching aids: WH[W
Duration: PLQXWHV
Instruction: 7HDFKHUVD\V
Read the text 7KH*LUO,)ROORZHG. While reading, try to think about the person in the title of the text addressed as “I.” You have 3 minutes to UHDGWKHWH[WDQGLGHQWLI\WKHSHUVRQ+DVHYHU\ERG\ÀQLVKHGUHDGLQJ"
So, what do you think about the mystery “I” person? Who is s/he? What LVKLVKHUDWWLWXGHWR´WKHJLUO´":K\GRHVVKHZDQWWRWDONWRKHU"«
Why do you think so?
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What were the thoughts/memories of the “I” character when s/he:
noticed “the girl,”
followed “the girl”?
After-reading
activity DISCUSSIONABOUTTHEAUTHORANDLITERARYGENRE
Aim: WRDURXVHVWXGHQWV·LQWHUHVWLQWKHDXWKRUDQGKHUZRUNRUWKH
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Social form: IURQWDOZRUNZLWKWKHZKROHFODVVJURXSRIVWXGHQWV Teaching aids: none
Duration: PLQXWHV
Instruction: 7HDFKHUVD\VDVNV
The text you have just read is from the book The House of Stairs written by Ruth Rendell under the pen name of Barbara Vine. The story takes place in London in the 1960s. 7KH+RXVHRI6WDLUV is her third psychological thriller, a modern masterpiece of the crime genre.
Do you know this author? Have you read any book written by Barbara Vine? Which one? Did you like it? And how about the crime genre and thrillers, do you like reading books written in this genre? Have you read any book written in this genre? ... Who likes it? Hands up. ... What book(s) have you read? Who is its/their author? Do you have a favourite author writing thrillers?
C. Final part Final activity THRILLINGTHOUGHTS
Aim: WRGHYHORSGLYHUJHQWWKLQNLQJ WRGHYHORSDPELJXLW\WROHUDQFH WRXQGHUVWDQGWKHWH[W
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Duration: PLQXWHV
Instruction: 7HDFKHUVD\V
Take the worksheets again and read the text in the task THRILLING THOUGHTS advertising the book The House of Stairs. ...
Trailer:
Lizzie hasn’t seen her old friend, Bell, for some fourteen years, but when she spots her from a taxi in a London street, she jumps out and pursues her despite “all the terrible things” that passed between them. As Lizzie reveals those events, little by little, the women rekindle their friendship, with terrifying results...
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Who is Lizzie? Do you think the advertising trailer is well-written?
Would you buy or borrow the book from the library to read it after reading this text?
Now, think about the expression “terrifying results” in the text. What is hidden behind these words in the text of the book? Can you imagine some situations, events?
Let’s go back to the expression “terrifying results”. What are your feelings, thoughts, emotions, images when you read such words? Do you experience any fears, stress, tensions? ... Now, go back again to the text you have read and underline thrilling words/expressions/sentences in it.
What makes the text thrilling? How does the author achieve the thrilling effect of the text on the reader? You have 3 minutes to do that. Then you will present what you have underlined and tell us why.
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Unit 8: Text
The Girl I Followed
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