Journal 2

Journal 2 Discuss reading skills that you have learned in this class, but have rarely used in your reading. Do you think they are really necessary ones for better reading? Why or why not?:::::

According to the book, skill is goal-directed, well organized behavior; it is an acquired ability though practice or training. Through effort, skill is performed unconsciously. There are various kinds of skills in reading. Reading skills in general can be categorized into four separable skills; word attack skills, comprehension skills, fluency skills, and critical reading skills. These four skills need to be harmoniously balanced.

I went to an American International school when I lived in China. Everything was taught in English only, and my high school English subject teacher had his own principle to teach us in his own specific way. For most of the class hour, we spent time in silent reading, individual writing, and discussing our reading and writing as a whole class discussion. Therefore, when I was taking that teacher's class, I did not have much chance to learn bottom-up skills, especially word attack skills. I was shocked because it was a very different teaching method from all the other English teachers, but as time went by, I realized that through silent reading and writing, I could improve word attack skills somewhat unconsciously. I already had the basic knowledge in bottom-up skills. Still, my skill in decoding the units of language is somewhat poor compared to other students who learned in the conventional method in Korea. Word attack skills are necessary for better reading, because without basic language skills, reading can be difficult and boring. Teachers teach such skills because without having bottom-up skills, when students encounter more difficult texts, they would have a hard time decoding, and also studying such texts.

Skills can also be categorized in hierarchical order, from lower-level skills to higher-level skills. Lower-level skills include bottom-up skills such as recognizing the details and main ideas, and recalling of comparison and character traits. As the skills move toward higher-level skills, they involve more thinking of the whole chunk of text, such as judging of appropriateness, giving an emotional response to the content, and reacting to the author's use of language.

When I was studying in International school, especially in high school, I spent much time in higher-level skills due to my English teacher's unique method of teaching. However, we did not had much time interpreting figurative language. Actually, I did not read many poems or literature because they were more difficult to read and understand. I regret not reading many literature such as Shakespeare's sonnets or Jane Austen's books. I highly recommend teenagers to read literature and discuss the figurative language and the implications because literature would help them learn to appreciate others' minds and to have 'empathy'. Many teenagers go through a difficult time of emotional crisis, thinking about their identity, which is one of the reasons for school violence or even suicide. I think teaching them literature is one way to help solve such problems. If students learn to have 'empathy', they would think twice before bullying another human being. Therefore, interpreting figurative language and giving emotional response to the content, thinking about literature or any text, and giving reactions to the author's language are all necessary ones for better reading.

Journal 1

Journal 1 • Suppose your younger brother, nine year old, did not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English was simply nightmare. He hated doing phonics workbook and memorizing words. He didn't want to go to Hakwon anymore. Your mother was now anxious and worried about her son. Your mother asked for your help. How would you help your brother enjoy reading in English?::::


Learning phonics is one of the basics in English learning, and that is why many private institutes in Korea teach English beginning with phonics. However, even though learning phonics can improve English, it should not be forced to students who do not wish to learn them. If English starts to feel like "hatred" and "nightmare", it is not a good sign since we are surrounded by English for our whole lives. My younger brother is just a nine year old boy. If he does not want to go to Hakwon anymore, I think he should not be forced. Even though English is the key for survival in the Korean society, and I understand that mom is worried his son will be left behind in English studying, I think he should first enjoy English before begin to "study" phonics and vocabulary.

I think the supporting atmosphere is important, that everyone is supporting him. I would help him improve his reading using the four principles designed by Williams (1986). I think language-focused learning, which focuses on form, strategy, grammar, and functional expressions, can be taught later, and perhaps gradually while other principles are put to use. For meaning-focused input and fluency development, because he does not yet know how to read in English, I think shared reading and guided reading can be effective techniques. Me as a story teller, I can read him stories from blown-up books while showing him the pictures and written words. He probably has just begun to read Korean books, so I do not want to pressure him to reading a brand new information in English. Maybe reading him the translated story from the Korean version could be helpful. This is shared reading. When he begins to understand some English words, guided reading can take place, which he reads silently or reading aloud to me or other members of the family. I think complements goes a long way. It may seem like his English is not improving, but he is just looking at the pictures. However, I think for his age, a lot of exposure to English is helpful, and this is a way which does not pressure him.

Watching his favorite movie, for example 'Harry Potter', is also effective, for him to enjoy English. I myself watched 'Harry Potter' movie almost every day for one summer until I memorized the words. Then, I was excited and wanted to read the original version, the Harry Potter books. Even though I could not understand many vocabulary, I just read the book aloud to my family. Recording the voice of reading is also helpful, and this recording could be played during dinner time which all my family members can hear and see that I improve every day. This is one of the meaning-focused output strategies as it involves reading, listening, and speaking. I myself used the similar strategies and found myself love English and want to read more challenging books. If he is active, he can role play some of the scenes from Harry Potter with me, using English. This can improve his pronunciation and intonation as well. There is nothing to worry about at his age. English is not learned in one month. It needs time to make it in my own. When he feels that he wants to learn more English, he will be willing to go to Hakwon now.