C1 – Course Syllabus - Escuelas Oficiales de Idiomas del País Vasco

Thus to act as a speaker, reader, writer, or interpreter the learner must be able to
carry out this sequence of procedures over and over again until a satisfactory
outcome is reached.
6.1 Strategies for oral and written comprehension
A listener or reader receives a spoken or written message produced by one or more speakers or
writers and may have any one of four objectives as a listener or reader, or as a combined
listener/reader when processing audio-visual (multimedia) materials.
A) As listeners, students‟ objectives may include listening for:
gist.
specific information.
detailed information.
implications.
B) As readers, students‟ objectives may include reading for:
general orientation (gist).
specific information.
following instructions.
pleasure.
C) Multimedia users can combine both sets of objectives.
6.1.1 Planning
A) Involves identifying the context and knowledge of the world that is relevant to the task. This
prompts making hypotheses and anticipating how the content is organised. This strategy is
called Framing.
B) Involves identifying the context, formulating hypotheses about the content and purpose of
the text and anticipating how the text is organised.
C) Involves the combination and interaction of A and B above simultaneously.
6.1.2 Performance
A) Involves listening for and identifying cues, confirming hypotheses and inferring meaning and
the purpose of the message.
Gaps in understanding can be compensated for:
by relying on key elements in the text.
by relying on extra-linguistic aids to meaning (e.g. pictures, graphs, gestures etc.).
by guessing through knowledge of the context and the world.
B) Involves confirming hypotheses about context and content, identifying cues to infer meaning
and the message by:
relying on grammatical and lexical cues.
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