This approach differs tremendously from the traditional analytical approach which uses vocabulary study and grammar awareness to aid comprehension. In the new approach, the learner becomes more autonomous in the learning process and uses past experiences as a basis for understanding the second language. The analytical approach can still be incorporated into developing reading skills, but the primary focus should be on the experiential approach initially.

The reader must have a purpose for reading. For example, if one would like to go skiing tomorrow, but is unsure about the weather conditions, one would read the weather report in the newspaper. Once the purpose for reading has been established, the reader uses a variety of strategies. Before reading occurs, a source of information must be identified and located (in ski example, a newspaper weather report). The reader then uses previous experience with this type of text to anticipate the content. Other strategies employed to anticipate content include using the headline and attending to visual clues.

The first reading will be a scanning of the text to verify anticipations. If the text meets the reader's needs, a subsequent reading for further details follows. After the reading, the reader uses the new information to satisfy the purpose (make a decision whether or not to go skiing).

In teaching a second language, we want learners to use reading strategies previously developed in their native language and to transfer them to reading in the second language. How does this happen in the second language classroom?

Learners:

• should be exposed to a variety of text types and given an opportunity to choose ones that satisfy their purposes.
  
  
• should be given a context that gives them a purpose for reading.
  
  
• should be encouraged to use their previous experiences both in the real world and with reading various text types to anticipate content.
  
  
• should develop skills in using headlines, titles and visual clues to anticipate content.
  
  
• should be given an opportunity to do global comprehension activities that allows them to verify their anticipations.
  
  
• should develop the ability to look for details within a text without understanding every word.
  
  
• should be given opportunities to apply the new information to satisfy their purposes.

In the contextualization step, learners are provided with information about the situation and the nature of the text (ex. a travel brochure). This gives learners a context from which they can relate to past experiences they have encountered with this type of text.

In the anticipation step, learners identify what they might expect to find in this type of text. For example, they will know from looking at travel brochures in their native language that they might find information on hotels, activities, prices, dates, location, phone numbers, etc. In this step, the learners make informed guesses based on past experience.

There are various methods that can be employed to help students anticipate what they will read. One technique that works well is brainstorming either in small groups or with the whole group. Brainstorming is a non-evaluative activity. All answers are accepted and written on the board (overhead). Students are encouraged to express their ideas in French but when the student must use an expression or vocabulary word in English, the teacher provides the correct expression in French. A more directed approach is providing students with a possible list of ideas and have them check the ones they feel are most likely appropriate. This can be done in the form of a check list, true/false questions, or multiple choice. Once learners have identified a list of anticipated ideas, they are ready to read.

In the verification (1st reading) step, learners scan the text to verify their anticipations. It can be as simple as checking off the items they found from their prepared anticipated list. In this step, they do not look for specific details nor should the focus be on language study or practice.

In the comprehension of details (2nd reading) step, learners look for the specific information that is necessary to complete the task. The task could be of various types. In the first example about skiing, after reading the weather report and noting specific information (weather conditions, temperature, ski conditions etc.) they would make a decision about going skiing tomorrow.

To help students read a difficult text, the following strategies may be utilized:

The post-reading (reflective) stage allows the reader to reflect on and use the newly acquired knowledge to satisfy a purpose identified previous to the reading activity. It is usually done using oral or written activities to develop their comprehension of the text and to apply this new information. These activities require students to reflect on the main ideas, to share reactions, to return to the text in order to obtain more information, to make connections between what they have just learned with what they knew previously, and to examine the impact of this new information on their personal lives.

Students also reflect on the reading strategies that were used to comprehend the text.