USING BLOOM’S TAXONOMY TO SCAFFOLD READING COMPREHENSION OF B2 ESL LEARNERS
Ключевые слова:
Bloom’s Taxonomy, ESL reading, B2 level, reading comprehension, cognitive skills, language learning, scaffolding.Аннотация
Reading comprehension is a complex skill that extends beyond basic decoding of text. For B2-level ESL learners, achieving higher levels of comprehension requires engaging with texts at various cognitive depths. This article explores the practical use of Bloom’s Taxonomy as a scaffold to develop these skills, focusing on how each cognitive level supports learners in progressing from surface understanding to critical engagement with texts. Practical strategies, examples, and implications for classroom practice are discussed, aiming to enhance both teaching and learning outcomes in second language reading instruction.
Библиографические ссылки
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Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
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Mehmood, T., Akhtar, Z., & Hassan, A. (2022). Bloom’s taxonomy as a framework for developing reading comprehension skills in ESL classrooms. Cogent Education, 9(1), 2113176. https://doi.org/10.1080/2331186X.2022.2113176
