Using Cooperative Concept Mapping Skill to Teach ESL Reading

Authors

Hua Tang

Publication Date

2000-12-01

Abstract

Reading is now recognized as an important source of input for second language acquisition (Dupuy, Tse & Cook 1996; Krashen, 1993). Traditionally, reading has been taught as information retrieval. Primarily, it is the decoding of individual words that requires ESL students to approach a text using a dictionary (Mangelsdorf 1998). Now, in the new century, how should we teach ESL reading? How should we improve ESL students' academic proficiency in English? Students of this generation, different from students of the past, are more drawn with visual images, TV, music videos etc, so we need techniques that encourage reading. Concept mapping, which enables students to view information in a text visually, appears to be the next logical step in developing reading skills. This paper will introduce a technique that combines the use of concept mapping skills with cooperative learning procedures to promote students' reading skills. Research on cooperative learning and the cognitive background of concept mapping are briefly reviewed. The procedures of this technique, feedback from student perspectives and the pedagogic implications in ESL reading instruction are also discussed.

DOI

10.58837/CHULA.PASAA.30.1.8

First Page

77

Last Page

92

Recommended Citation

Tang, Hua (2000) "Using Cooperative Concept Mapping Skill to Teach ESL Reading," PASAA: Vol. 30: Iss. 1, Article 8.
DOI: 10.58837/CHULA.PASAA.30.1.8
Available at: https://digital.car.chula.ac.th/pasaa/vol30/iss1/8