Teaching Readers of English
Students, Texts, and Contexts
Seiten
2009
Routledge (Verlag)
978-0-415-99964-9 (ISBN)
Routledge (Verlag)
978-0-415-99964-9 (ISBN)
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Suitable for pre- and in-service ESL and EFL educators, this text offers practical strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. It provides a survey of L2 reading theory and research. It addresses the cognitive and socioeducational challenges encountered by L2 readers.
A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English:
provides a through yet accessible survey of L2 reading theory and research
addresses the unique cognitive and socioeducational challenges encountered by L2 readers
covers the features of L2 texts that teachers of reading must understand
acquaints readers with methods for designing reading courses, selecting curricular materials, and planning instruction
explores the essential role of systematic vocabulary development in teaching L2 literacy
includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom.
Pedagogical features in each chapter include questions for reflection, further reading and resources, reflection and review questions, and application activities.
A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English:
provides a through yet accessible survey of L2 reading theory and research
addresses the unique cognitive and socioeducational challenges encountered by L2 readers
covers the features of L2 texts that teachers of reading must understand
acquaints readers with methods for designing reading courses, selecting curricular materials, and planning instruction
explores the essential role of systematic vocabulary development in teaching L2 literacy
includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom.
Pedagogical features in each chapter include questions for reflection, further reading and resources, reflection and review questions, and application activities.
John S. Hedgcock is Professor of Applied Linguistics at the Monterey Institute of International Studies. Dana R. Ferris is Associate Professor in the University Writing Program at the University of California, Davis.
Preface
Credits
1 Fundamentals of L1 and L2 Literacy: Reading and Learning to Read
2 L2 Reading: Focus on the Reader
3 L2 Reading: Focus on the Text
4 Syllabus Design and Instructional Planning for the L2 Reading Course
5 Designing an Intensive Reading Lesson
6 Reading for Quantity: The Benefits and Challenges of Extensive Reading
7 Using Literary Texts in L2 Reading Instruction
8 Vocabulary Learning and Teaching in L2 Reading Instruction
9 Classroom L2 Reading Assessment
References
Notes
Author Index
Subject Index
| Erscheint lt. Verlag | 20.4.2009 |
|---|---|
| Zusatzinfo | Tight version of Grant template; 79 Tables, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 726 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| ISBN-10 | 0-415-99964-2 / 0415999642 |
| ISBN-13 | 978-0-415-99964-9 / 9780415999649 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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