1. The Language Based Approach

2. Mainly Taking behaviourists’ view
Pre-teaching vocabulary
And grammar
Reading short passage to learn grammar.
Simplified texts and graded readers (tomlinson et al., 2001)

3. Critiques in 1970s
Understanding the linguistic meaning of a text does not equal understanding of the textual meaning (Goodman, 1976; Schank and Abelson, 1977; Smith, 1978; Hymes, 1979)
Need to use of readers’ prior knowledge.

4. Strong support for the Language-based approach to reading.
Due to eye movement studies,
Skilful readers use contextual guidance to pre- select the meanings of the words they are going to read.
But meaning is selected while the language is being processed.
The speed of solving the ambiguity of the text gives the impression of the context pre-selecting the meaning.

5. Linear and serial from the bottom to top.
Bottom-up process (1970s)
Fluent readers read individual words.
Linear and serial from the bottom to top.

6. Bottom-up & Top-down (1980s-1990)
Parallel occurrence
of both at the same time (Adams, 1994)

7. To be fluent readers
Vocabulary knowledge

8. To be fluent readers
Fast and automatic word identification (recognition)
Extensive knowledge of the lexicon;
The ability to attribute the most appropriate meanings to lexical items in relation to their context and co-text.

9. Do some freer communicative activities (Tomlinson et. Al, 2001)
Current trend: PPP
Teaching grammar and vocabulary, (using written text) (Vocabulary teaching=learning?, pre-select vocabularies will be the one the reader wouldn’t know? Reading style? Make aware of their weakensses? Deprive opportunities for guessing the meaning of unknown words)
Controlled Practice
Do some freer communicative activities (Tomlinson et. Al, 2001)

10. Aims for L1 reading
Getting information to suit our different purposes at the time of reading
For gaining pleasure and stimuli
For attaining social advancement,

11. Taking L1 reading aims, in L2
Delayed reading until have flexible and extensive aural-oral knowledge
Intuitive knowledge of English syntax
(Alderson, 1984; Tomlinson, 2000)

12. So need proto-reading experience
Listening to bedtime stories
Unknown can be inferred, explained either visually or verbally in interaction with a parent or just be ignored until the pre- schoolers’ needs and wants arise.

13. The language based approach to reading pedagogy seems to hypothesize an
Equation between
General syntactic ability outside a discourse context (grammar test) and the ability to disambiguate syntactical patterns during reading