audience
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The group of readers, listeners or viewers that the writer, designer, filmmaker or speaker is addressing. Audience includes learners in the classroom, an individual, the wider community, review writers, critics and the implied audience.
In this course audiences consist of extremely familiar and familiar adults/others and class member
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comprehension strategies
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Strategies and processes used by readers to make meaning from texts. Key comprehension strategies include:
- activating and using prior knowledge
- identifying literal information explicitly stated in the text
- making inferences based on information in the text and their own prior knowledge
- predicting likely future events in a text
- visualising by creating mental images of elements in a text
- considering content, language and images used to construct meaning in a text.
In this course comprehension strategies constitutes making links between familiar phrases, pictures and signs
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context
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The environment in which a text is responded to or created. Context can include the general social, historical and cultural conditions in which a text is responded to and created (the context of culture) or the specific features of its immediate environment (context of situation). The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.
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culture
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The social practices of a particular people or group, including shared beliefs, values, knowledge, customs and lifestyle.
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decoding
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In this course decoding constitutes learner understanding and identification of letters of the alphabet, recognising a bank of extremely familiar words ( spoken and written)
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digital texts
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Audio, visual or multimodal texts produced through digital or electronic technology which may be interactive and include animations and/or hyperlinks. Examples of digital texts include DVDs, websites, e-literature.
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everyday texts
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Texts that are encountered in people’s daily lives; for example, transport schedules, maps, emails, invitations, casual conversations, making an appointment with a doctor/dentist/health centre, an interaction with a retail person, a waiter taking orders, storytelling.
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familiar
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Previously encountered
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figurative language
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Word groups/phrases used in a way that differ from the expected or everyday usage. They are used in a non-literal way for particular effect
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form
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The shape and structure of texts, for example, poetry, novels, short stories, film.
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ideas
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In this course the word has an open meaning and can be interpreted as understandings, thoughts, notions, opinions, views or beliefs.
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language
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A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.
Language is described and employed:
- as code – comprising systems, rules, a fixed body of knowledge; for example, grammar and vocabulary, sound and writing systems
- as social practice – used to do things, create relationships, interact with others, represent the world and the self; to organise social systems and practices in dynamic, variable, and changing ways
- as cultural and intercultural practice – means by which communities construct and express their experience, values, beliefs and aspirations
- as cognitive process – means by which ideas are shaped, knowledge is constructed, and analysis and reflection are structured
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language features
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The features of language that support meaning( e.g. sentence structure, noun, punctuation, figurative language, characters, events, plots, themes, images, objects, symbols)
Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience, mode and medium of production
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language patterns
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The arrangement of identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity. The patterns may alternate, other patterns may contrast. The language patterns of a text contribute to the distinctive nature of its overall organisation and shape its meaning.
In this course language patterns are recognised by the learner as familiar sequences.
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literacy
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A synthesis of language, thinking and contextual practices through which meaning is shaped.
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medium
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A channel of communication. The resources used in the production of texts, including the tools and materials used (for example, digital text and the computer, writing and the pen).
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mode
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The various processes of communication – listening, speaking, reading/viewing and writing/creating and representing chosen as the way to transmit a message.
Modes are also used to refer to the semiotic (meaning making) resources associated with these communicative processes, such as sound, print, image and gesture.
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multimodal texts
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Multimodal texts combine language with other systems for communication, such as print text, visual images, soundtrack and spoken word as in film or computer presentation media.
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oral communication
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Oral Communication is based on the view that language is a social, everyday event, which is shaped by purpose and context. It involves:
Transactional exchanges – primarily practical in purpose, designed to achieve a specific outcomes and maybe more formulaic and structures
Interpersonal exchanges – for the purposes of establishing, building and maintaining a relationship, problem solving, exploring issues, dealing with conflict and sharing or expressing emotions.
Exchanges maybe formal or informal and will be influenced by factors such as the context of the exchange, cultural understandings, power relations, social distance and emotional or attitudinal factors.
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phrase
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A unit intermediate between clause and word, consisting of a head word alone or accompanied by one or more dependents. The class of a phrase is determined by the head: a phrase with a noun as head is a noun group/phrase (for example, ‘men’ or ‘the men who died’); one with a verb as head is a verb group/phrase (for example, ‘went’ or ‘had gone’).
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purpose
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What an author wants to achieve with their text.
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reading
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The process of making meaning of text. This process draws on a repertoire of social, cultural and cognitive resources.
Reading in this course a reader’s performance in making meaning from different text types, including the awareness of an author’s purpose and intended audiences, of the purposes of reading and the role the reader plays in the construction of meaning.
Reading as a core skill also describes the strategies that aid reading processes. E.g. Self-monitoring, decoding and vocabulary knowledge.
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reading processes
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In this course reading processes refers to: strategies and combining, contextual, semantic, grammatical and phonic knowledge to decode texts including predicting, monitoring, cross-checking, self-correcting, skimming and scanning
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represent
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Use words, images, symbols or signs to convey meaning.
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rhythm
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The ‘beat’ of spoken language. In a stress-timed language such as SAE, speakers put roughly equal time lags between stressed syllables, with the timing of the unstressed syllables between them being adjusted to accommodate the stress timing.
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sentence
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In writing, a sentence is marked by punctuation, but in speech, the boundaries between sentences are not always so clear.
There are different types of sentences, however in this course we only refer to simple sentences– which have the form of a single clause (for example, ‘David walked to the shops’ or ‘Take a seat.’)
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symbol
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Symbol (for something) - a sign, number, letter etc that has a fixed meaning.
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syntax
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Knowledge of familiar phrases to predict next word
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text
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The means for communication. Their forms and conventions have developed to help us communicate effectively with a variety of audiences for a range of purposes. Texts can be written, visual, spoken or multimodal and in print or digital/online forms.
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text navigation
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In this course text navigation refers to:
- following print from left to right and top to bottom
- locating a familiar piece of information in a short text
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text types
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Imaginative texts
Texts whose primary purpose is to entertain or provoke thought through their imaginative use of literary elements. They are recognised for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children including picture books and multimodal texts such as film.
Informative texts
Factual texts inform, instruct or persuade by giving facts and information. These texts include factual description, recount, information reports, procedure, and explanation.
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types of communication
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Verbal, non-verbal and written
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vocabulary
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In this course vocabulary constitutes personally relevant, and frequently used words and numbers
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writing
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In this course writing is identifies as a set of skills, knowledge and strategies concerned with the ability to shape written language according to purpose, audience and context. The writer needs to consider the appropriate text type to convey a written texts in different contexts.
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