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The importance of predicting and interacting
with texts in developing learners reading skills
by Malgorzata Bryndal
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5. Conclusions

Having done research for this paper I have realised that teaching reading should aim to build learners’ ability to engage in purposeful reading and to adopt a range of reading styles necessary for interacting successfully with authentic (or simulated authentic) texts. This implies developing the learners’ linguistic competence in English and knowledge about the world. It also implies developing confidence in using this knowledge to create meaning from a text. Both competence and confidence involve preparation and practice in the supportive environment of the classroom and persuasion to carry on reading in English outside the classroom.


Bibliography

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Carrell, P.L. (1987) Content and formal schemata in ESL reading TESOL Quarterly, 21, 461-481.
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Biodata

Małgorzata Bryndal has been involved in English language teaching for ten years.  She has taught in schools in Poland and the UK.  From 2005 she has been an Assistant Examiner for Cambridge ESOL upper main suite examinations and an Oral Assessor for Cambridge ESOL Skills for Life speaking and listening exam.  She is currently working for English in Chester and occasionally as freelance interpreter and translator.

Malgorzata

Małgorzata’s qualifications include a PhD in Linguistics from Adam Mickiewicz University in Poznan, Poland; an MA in Linguistics and Information Science from Adam Mickiewicz University in Poland, the RSA Cambridge Diploma (DELTA), and the RSA CELTA (A).
Her professional interests include teacher development and teacher training, L1& L2 phonology and idiomaticity.
You can contact Małgorzata at:  mbryndal@poczta.fm

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