| 000 | 00000nab#a2200000ui#4500 |
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| 001 | 51018 |
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| 002 | 2 |
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| 004 | 6D69FDF1-46E0-4E64-AB18-5AF7E98A2FBA |
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| 005 | 202007151047 |
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| 008 | 081223s vm| vie |
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| 009 | 1 0 |
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| 035 | [ ] |a 1456365572 |
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| 039 | [ ] |a 20241125201032 |b idtocn |c 20200715104752 |d huongnt |y 20180228161824 |z huett |
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| 041 | [0 ] |a eng |
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| 100 | [1 ] |a Swan, Michael. |
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| 245 | [1 0] |a Misunderstanding comprehension / |c Michael Swan, Catherine Walter. |
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| 300 | [1 0] |a p. 228–236. |
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| 520 | [ ] |a Lessons designed to teach reading and listening typically concentrate on the use of higher-level skills and strategies, such as predicting, scanning, inferencing, understanding text structure, or activating background knowledge. Given that these normal communication skills are already available to students for mother-tongue use, they should generally be accessible in the new language without further training, once fluent and accurate low-level decoding and parsing have been automatized enough to free up mental space for higher-level processing. With some exceptions, any remaining comprehension problems are likely to arise from specific linguistic features of the input: for instance unknown vocabulary, textual density, syntactic complexity, or difficulty in dealing with the phonetic characteristics of fast speech. Such difficulties are best addressed not by top-down skills-and-strategies work, which often fills valuable class time to little purpose, but by more closely focused training based on a careful assessment of the real problems involved. |
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| 653 | [ ] |a Higher-level skills |
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| 653 | [ ] |a Phonetic characteristics |
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| 653 | [0 ] |a Communication skills |
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| 700 | [ ] |a Walter, Catherine |
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| 773 | [0 ] |t ELT Journal |g Volume 71, Issue 2, 1 April 2017 |
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| 890 | [ ] |a 0 |b 0 |c 0 |d 0 |
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