The Purpose of Reading

The document compares two approaches to reading texts: TALO (text as linguistic object) and TAVI (text as vehicle of information). Under TALO, texts are selected to illustrate grammar and vocabulary, questions focus on linguistic details, and activities emphasize comprehension and language exercises. In contrast, TAVI uses authentic texts as information sources, preparatory activities establish context, questions focus on content over form, learner interaction replaces teacher-centered approaches, and follow-up activities apply and extend information rather than test linguistic understanding.

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The Purpose of Reading

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IELTS Council

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The purpose of reading: TALO to TAVI

The writer had a difference between Text as a linguistic object and text as a
vehicle of information. Traditionally beforehand text developer or writers
specially in ESP looked at reading passages and texts as linguistic objects,
information, lexical items, vocabulary, grammatical points and texts served the
purpose of linguistic awareness or at the linguistic information provision to the
students in the class, but quite recently text developers and ESP experts are looking
at text as vehicle of information which is provide technical and scientific
information about the process. Then assigned from the lexis and grammatical
information as source of information.

TALO VS TAVI
Considered in five categories:
1) Principles underlining text selection:
In TALO texts should be illustrate, should include syntactic structures and focus on
grammar, topic is general interest and topic are not specialized and technical. Text
specially written and modified the written, so we do not have here the authentic
materials, and the text are written for the purposes of education, for the purpose of
pedagogy. They are a kind of modified and simplified. New vocabulary is
controlled so we have vocabulary or words inserted into texts and the speed of
insertion of vocabulary in passages and texts is controlled, that say the vocabulary
and the text are very short and are graded on the basis of difficulty, leaners needs
and interest, in the relation with previous study that are taught by teacher and in
terms of learner’s support. Text are selected by teachers, so teachers are decision
makers, teacher are center the class so TALO has got a teacher-oriented classes
looked at process of text selection
In TAVI the texts are selected for the value relation to student’s needs so the text is
not chosen based on the linguistic value. A range of authentic texts are used which
are written by native speakers or in the native speaking context and the grading
also are supported and materials are fully supported, partially supported by
assistants. Text has got different length and they are getting longer. The texts are
selected not only by teachers but also by learners and other colleagues and subject
teachers.
2)Preparatory activities
In TALO. We have almost no preparatory activities and some translation of
vocabulary whereas in TAVI always we have sort of preparatory activities which
are important as direction finders to awaken the interest and establish purposes
such as pre-reading activities, pre-listening and pre-writing….. to set the
background to warm up the learners to help them enter the moods and taking apart
in the process of language learning and language teaching position.

3)Working with the text

In TALO, focuses on language and what is known, language here means
grammatical, lexical item, vocabulary and structures. And focuses on linguistic
details, for example the difference between passive and active words, and
understanding all the sentences and words because they had to translate all
passages to L1. And most of the question are regarding either the meaning of the
words or the meaning of grammatical structures and syntax.
In TAVI, focuses on information and not on grammar and vocabulary but the
subject matter the topics the texts are presented to the students and what is known ,
they focus on the shared information, focus on the background and the knowledge
of students. They focus also on the guessing the words and the context, they
shouldn’t know each and every words separately. Also they focus on links between
meaning and form.
4) type of reading/teaching interaction
In TALO, most of the time we have the teacher monologue, Is the teacher who
speaks and we have teacher-center class, teacher questions, students respond and
teachers evaluate, So the teachers are decision makers.
In TAVI, the students work in the groups, we have group work, we have pair work
and sometimes individual work, we have the participation of the students. The role
of teacher and students are exchanged. Sometimes the students ask question and
sometimes teachers ask question and evaluate each other. We have the students as
model self-study, so sometimes the scandals and curriculum is designed to serve as
self-study and students do not receive any instruction. We have leaner- and
learning-centered perspective. The learners need and interest are te center of the
class
5) Follow-up activity
In TALO, we have comprehension question after the reading passages, we have
grammar and lexis exercises, the matter is linguistic information in a text and the
understanding the relation between words and sentences
In TAVI, using information is the main activity either to transfer or to extend the
knowledge of the learners and the students learn some techniques, some strategies,
They learn how to summarizes the passage, learn micro skills such skimming,
scanning, looking for the main idea.