The purpose of this article is to help to give the teacher of foreign language reading a way of coping with a common phenomenon in the reading class: students appear to have the linguistic proficiency to deal with a text, but are unable to do so because they are approaching it in an inappropriate way. It is argued that this problem relates to styles and attitudes in reading, and that these may be considered under the heading of literacy, or literacies. The article explores the relatively recent development of mass literacy internationally, and the differing concepts of literacy that exist within and between cultures. These may affect profoundly how a reader approaches a text. There is a need to make these different approaches explicit, and recommendations are made as to how to do this.
description.provenance:
Made available in DSpace on 2020-05-22T01:58:48Z (GMT). No. of bitstreams: 1
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Previous issue date: 2003-10
endingpage:
129
identifier.doi:
10125/66775
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66775
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
The Reading Process
site_url:
/rfl/item/77
startingpage:
117
subject:
literacy foreign or second language reading contrastive rhetoric
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