Thanks, Seiya, I’m really glad it sparked some ideas for your course. That was exactly the aim. Small shifts in how we frame reading tasks can make a big difference to how students feel about texts.
You’re very welcome. And yes, please don’t feel guilty. Pre-teaching vocabulary is a tool, not a rule. If it helps your students, use it. If it kills momentum or curiosity, skipping it is often the better teaching decision.
Thanks for such a thoughtful response. I completely agree. Treating guessing from context as a legitimate strategy, not a weakness, changes how students approach texts. Once they realise they don’t need total control to understand meaning, anxiety drops and fluency has space to grow. That tolerance of ambiguity is doing far more work than most precision drills ever will.
Thank you! While reading your article, I got some good ideas for my course!
Thanks, Seiya, I’m really glad it sparked some ideas for your course. That was exactly the aim. Small shifts in how we frame reading tasks can make a big difference to how students feel about texts.
Thanks. This confirms a lot of my own reflections. I will no longer feel guilty about skipping the pre-teaching vocab !!!!
You’re very welcome. And yes, please don’t feel guilty. Pre-teaching vocabulary is a tool, not a rule. If it helps your students, use it. If it kills momentum or curiosity, skipping it is often the better teaching decision.
Thanks for such a thoughtful response. I completely agree. Treating guessing from context as a legitimate strategy, not a weakness, changes how students approach texts. Once they realise they don’t need total control to understand meaning, anxiety drops and fluency has space to grow. That tolerance of ambiguity is doing far more work than most precision drills ever will.