A Model of Oral Reading for Japanese EFL Learners

Abstract

This paper proposes an oral reading model for Japanese EFL learners, aiming at establishing a rigid theoretical foundation for empirical studies concerning oral reading. This model, focusing more on the processing than production mechanism, is based on DRC model of oral word reading, the componential processing view of reading mechanism and Baddeley's model of working memory. Also, its legitimacy and compatibility are shown with our assumptions about the functions of oral reading practice: (a) it raises grammatical consciousness; (b) it expands vocabulary; (c) it strengthens letter-sound association; and (d) it improves the efficiency of working memory (Miyasako & Takatsuka, 2004; Miyasako, 2004). Further, the model's account of two major issues concerning oral reading is given: (a) parrot reading is an unusual phenomenon for readers, having underdeveloped grammar or facing text dfficulty, who orally produce a text before fully parsing it because of the shortage of processing resources; and (b) pre- and post-understanding oral reading should be practiced depending on teaching purposes and learners' English proficiencies.