Guidelines for extensive reading ESP texts

Extensive reading as a teaching procedure cannot be considered without reference to the transfer of L1 reading ability. So far, the only explanation of why extensive reading is effective is that it replicates the process by which we learn to read in our native language, that is, prolonged practice. If so, then an understanding of how and how much L1 reading ability transfers to L2 would help us build a model of extensive reading. Optimal processing strategies may vary among languages because of syntactical differences between L1 and L2. E.g., function words in Russian or Ukrainian may affect comprehension in a totally different way than in English.

Another problem in processing a foreign language text is the reader's background knowledge of and experience with textual organization. Ukrainian scientists may be confused by specialized texts in English because the conceptual structure of such works is different in the two languages. Further, even typographic layout (subtitles, headings, and indentation) is so different between Ukrainian and English as to cause problems for Ukrainian readers.

Text 2-4. POLYLINGUALISM, MULTILINGUALISM, PLURILINGUALISM

(Based on theToolkit for Transnational Communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)

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Sample Questions	\|	Polylingualism

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