Using Folk Literature to Teach the Reading of English as a Second Language

洪肅肅(Su-Su Hung)

《文藻學報》 3期 (1988/12) Pp. 31-55

https://doi.org/10.7085/WJ.198812.0031

並列摘要

Statement of the Problem
The common problem existing h learning English as a second language (ESL) in Taiwan, the Republic of China, is that most learners do not independently comprehend English texts. The problem results from the inevitable emphasis on learning English vocabulary, idioms, and grammar. The emphasis influences the materials and approach applied by most ESL teaching programs. The programs, though successfully equipping ESL learners with essential linguistic knowledge of English, fail to foster independent reading skills.
Description of the Project
The project consists of fifty whole-class/group activities designed as supplementary materials to the existing teaching program of ESL at most high schools in Taiwan, the Republic of China. Children’s trade books of folk tales written in English provide the materials. Based on the psycholinguistic view of reading, the activities serve to foster independent skills that contribute to the development of English vocabulary competence and of English reading comprehension competence.