Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient...Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient linguistic background knowledge, still suffer from inability to comprehend a reading text. It is held that there is no shortage of studies in reading; however, there seems to be no systematic framework through which learners can incorporate the vast array of factors involved in the reading as an interaction. To solve this problem, this paper aims to postulate a framework whereby readers are systematically exposed to and engaged in interacting with all the local and global meaning-making resources that make up a text as an instance of discourse on the basis of systemic genre. As any text of a different genre has a different goal achieved through a series of particular elements each with distinct discoural and linguistic realizations, this paper introduces a flexible scaffold for readers to interact with reading text from a discoursal perspective working out the overall purpose of the text as a particular genre, identifying the obligatory elements employed to accomplish that goal, getting to know a series of activities being talked about, discovering their logical and semantic relationships, and finally figuring out their grammatical structures. This framework can be applied to other language learning and teaching skills as well as translation.展开更多
文摘Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient linguistic background knowledge, still suffer from inability to comprehend a reading text. It is held that there is no shortage of studies in reading; however, there seems to be no systematic framework through which learners can incorporate the vast array of factors involved in the reading as an interaction. To solve this problem, this paper aims to postulate a framework whereby readers are systematically exposed to and engaged in interacting with all the local and global meaning-making resources that make up a text as an instance of discourse on the basis of systemic genre. As any text of a different genre has a different goal achieved through a series of particular elements each with distinct discoural and linguistic realizations, this paper introduces a flexible scaffold for readers to interact with reading text from a discoursal perspective working out the overall purpose of the text as a particular genre, identifying the obligatory elements employed to accomplish that goal, getting to know a series of activities being talked about, discovering their logical and semantic relationships, and finally figuring out their grammatical structures. This framework can be applied to other language learning and teaching skills as well as translation.
