Self Learning, Self Learning, Independent Learner, Independent Learner,

Life-time learning:Life-time learning:Scaffolding Development Scaffolding Development

of Advanced Reading of Advanced Reading SkillsSkills

Cynthia Lin: Cynthia Lin: General English ProgramGeneral English Program

Holistic Education CenterHolistic Education Center

Fu-Jen University Fu-Jen University

Cognitive SkillsCognitive Skills

It’s a mental process to integrate and It’s a mental process to integrate and

internalize information.internalize information. It’s more than familiarity and It’s more than familiarity and

retention. retention. It does not concern rote learning. It does not concern rote learning. It’s about how information is It’s about how information is

processed andprocessed and

used in appropriate context. used in appropriate context.

Memorize, Analyze, Compare, Memorize, Analyze, Compare,

Discriminate, Planning, Decide, Discriminate, Planning, Decide,

Evaluate, Grouping, Infer, Evaluate, Grouping, Infer, ElaborateElaborate

Types of Cognitive Skills Types of Cognitive Skills to to

Literacy Ability Literacy Ability

Scaffolding Reading Scaffolding Reading StrategiesStrategies

I. Identify Key WordsI. Identify Key Words

a. Discriminatea. Discriminate

b. Decideb. Decide

c. Groupingc. Grouping

d. Inferd. Infer

Scaffolding Reading Scaffolding Reading StrategiesStrategies

II. Formulate a Concept Map orII. Formulate a Concept Map or

OutlineOutline

a. Groupinga. Grouping

b. Planningb. Planning

c. Analyzingc. Analyzing

Scaffolding Reading Scaffolding Reading StrategiesStrategies

III. Summary : III. Summary : Oral or Written ReportOral or Written Report

a. Analyzea. Analyze

b. Compareb. Compare

c. Evaluatec. Evaluate

d. Inferd. Infer

e. Elaboratee. Elaborate

Student’s Written Report Student’s Written Report from from

Their ReadingTheir Reading

Student’s Oral Report from Student’s Oral Report from Their Reading Their Reading

Student’s Oral Report fromStudent’s Oral Report fromTheir Reading Their Reading

Exercise: Outline 1.1Exercise: Outline 1.1

Paragraph 4: Environmentalists’ Paragraph 4: Environmentalists’ attitudeattitude

Topic Sentence:Topic Sentence: Eco-tourism was first started byEco-tourism was first started by

________________ and promoted now by _______. and promoted now by _______. There are two reasons for this There are two reasons for this promotion. promotion.

Reason 1: Reason 1: Traditional tourists were a growing Traditional tourists were a growing

_______ but now eco-tourists are ______. _______ but now eco-tourists are ______. A threat - Tourists were A threat - Tourists were _______________ types._______________ types.

Exercise: Outline 1.2Exercise: Outline 1.2

B. Welcomed nowB. Welcomed now _______________ nature_______________ nature Enjoy ________and ________ local peopleEnjoy ________and ________ local people

Reason 2: Reason 2: Environmentalist are _________ the battle and Environmentalist are _________ the battle and

willing to willing to

try anything to ________the forests.try anything to ________the forests.

Exercise: Outline 1:3Exercise: Outline 1:3

Every 10 acres of trees are ______, only one Every 10 acres of trees are ______, only one new acre ________. Several attempts to new acre ________. Several attempts to _________ destruction_________ destruction

Train farmers _________ but plant Train farmers _________ but plant trees.trees.

Encourage _________ which brings Encourage _________ which brings in money overnight. in money overnight.

Guarantee _________ of the whole Guarantee _________ of the whole park systempark system

Negative effect still on __________ Negative effect still on __________ when opening parkswhen opening parks

Multiple Choice Test vs. Multiple Choice Test vs. ReportReport

1. 1. MC QuestionsMC Questions

2. Standard Answers2. Standard Answers

3. Basic Language Knowledge3. Basic Language Knowledge

via Memorization via Memorization

Summary and ReportSummary and Report

Cognitive SkillsCognitive Skills

1. Meaning in context1. Meaning in context

2. Grammar review and 2. Grammar review and

sentence writingsentence writing

3. Idea development and 3. Idea development and

organizationorganization

4. Coherence and cohesion4. Coherence and cohesion

Strength in English Strength in English StudyStudy

1.1.Multiple Choice Tests 59.8%Multiple Choice Tests 59.8%2.2.Good Memory of Spelling and Idioms Good Memory of Spelling and Idioms 38.6% 38.6%3.3.English Conversation 31.5%English Conversation 31.5%4.4.Familiarity with Grammatical Rules Familiarity with Grammatical Rules 28.3%28.3%5.5. Opinion Expression 23.6%Opinion Expression 23.6%6.6. English Composition 11.8% English Composition 11.8%

英文能力優勢英文能力優勢

Preferred Way to Study Preferred Way to Study EnglishEnglish

Express opinions about an issue 37% Express opinions about an issue 37% Think logically in English 26%Think logically in English 26%Translation 25.2Translation 25.2Rote learning 10.2%Rote learning 10.2%

喜歡的英文學習方式喜歡的英文學習方式

Cognitive Skills Employed Cognitive Skills Employed in in

English Study English Study

1.1. Memorizing 68.5 %Memorizing 68.5 %2.2. Analyze 53.5 %Analyze 53.5 %3.3. Compare 25.2 %Compare 25.2 %4.4. Elaborate 25.2 %Elaborate 25.2 %5.5. Grouping 18.1 %Grouping 18.1 %6.6. Evaluate 17.3 % Evaluate 17.3 % 7.7. Discriminate 15.7 % Discriminate 15.7 % 8.8. Decide 14.2 %Decide 14.2 %9.9. Planning 12.6 %Planning 12.6 %10.10. Infer 11.0 %Infer 11.0 %  

認知學習英文的方式認知學習英文的方式

Findings and Findings and SuggestionsSuggestions

1. Students are aware of cognitive skills and strategies. 1. Students are aware of cognitive skills and strategies. 2. Students are aware of the importance 2. Students are aware of the importance of cognitive learning.of cognitive learning. 3. Cognitive learning leads to effective and 3. Cognitive learning leads to effective and meaningful learning.meaningful learning. 4. Cognitive learning builds up students’ confidence 4. Cognitive learning builds up students’ confidence and sense of achievement.and sense of achievement. 5. In addition to standardized tests, provide 5. In addition to standardized tests, provide more opportunities to application such as writtenmore opportunities to application such as written or oral report. or oral report. 6. Use multi-media material such as sound and images6. Use multi-media material such as sound and images to trigger students’ cognitive abilities. to trigger students’ cognitive abilities.