Teaching second language reading:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Oxford Univ. Press
2007
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Oxford handbooks for language teachers
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | X, 350 S. |
| ISBN: | 9780194422833 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
Acknowledgments
Introduction
3
1
Issues in reading
Introduction
7
Second language reading
12
Examining some of the processes
13
Synthesis of reading requirements
25
Some concerns about reading that motivate this text
26
Summary and conclusions
29
Discussion and study questions
30
2
Theories and models of first language reading processes
Introduction
31
A brief overview of research on reading processes
32
Bottom-up approaches
34
Top-down approaches
37
Interactive approaches
39
New literacy approaches
55
Summary and conclusions
57
Discussion and study questions
58
3
Second and foreign language reading issues
Introduction
59
Views of second language reading
59
Research into first language and second language relationships
65
Summary and conclusions
73
Discussion and study questions
74
viii Contents
4
Reading
ѕкШѕ
Introduction
77
Reading skills in the first language
77
Separability of skills
79
Hierarchy of skills 84
On skills and their hierarchical nature in the second language
literature
9°
Lower-level processing in second language 91
Higher-level skills in second language
9°
Summary and conclusions IO3
Discussion and study questions IO3
5
Strategies and metacognitive skills
Introduction IO5
Strategies and metacognition in first language research
107
Basic reading comprehension strategies
Ю7
Metacognition and automaticity in application of reading
strategies II2
Metacognition and reading
116
Strategies and metacognition in second language reading
п8
Second language strategy and metacognitive training
130
Implications for instruction
136
Summary and conclusions i37
Discussion and study questions
138
6
Content schema and background knowledge
Introduction
141
Introduction to content and cultural schema
142-
Prior knowledge and first language reading
143
Content schema across cultures and languages
151
Cultural background
151
Cultural background and text complexity
156
Cultural background and text genre characteristics
159
Summary and conclusions
161
Discussion and study questions
162
Contents ix
7 Formal
schema
and second language reading
Introduction
165
Orthographic and phonemic knowledge
165
Syntax and language structure
168
Cohesion
173
Text structure
179
Narrative
179
Expository text
182
Text structure and second language reading
187
Narrative text structure
187
Expository text structure
190
Instruction in text structure
192
Summary and conclusions
199
Discussion and study questions
199
8
Genre and
contrastive
rhetoric
Introduction
201
Genre
201
Contrastive
rhetoric
213
Instructional approaches in genre and
contrastive
rhetoric
221
Summary and conclusions
224
Discussion and study questions
225
9
Vocabulary in second language reading
Introduction
227
What does it mean to know a word?
229
Breadth of word knowledge
229
Depth of word knowledge
233
Relationships of breadth and depth
235
Reading and first language vocabulary learning
236
Reading and second language vocabulary learning
245
Second language vocabulary and pedagogy
249
Dictionary use
249
Marginal glosses
252
Meaning-in-context vocabulary learning strategies
255
Summary and conclusions
261
Discussion and study questions
261
Contents
10
Reading and writing relationships
Introduction
263
Views of reading and writing relationships
264
The first language literacy skills of reading and writing
268
Read-to-write
268
Write-to-read
274
Reading and writing and knowing
277
Second language reading and writing connections
279
Instructional bases of reading and writing
283
Summary and conclusions
286
Discussion and study questions
287
11
Wrap-up of second language reading: teaching issues
Issues covered
289
Complexity of the issue
289
First and second language theories of reading
289
Reading skills
291
Strategies and metacognitive skills
292
Content schema and background knowledge in second
language comprehension
293
Formal schemata in second language reading
294
Genre and
contrastive
rhetoric
295
Vocabulary in second language reading
296
Reading and writing relationships
296
Summary
297
This Handbook will be useful for both beginning and
experienced teachers who want to improve their practical
strategies in teaching second language reading and their
understanding of the reading process. The book gives a
thorough overview of the background to second language
reading, and presents implications for teaching of research
findings. It examines a variety of approaches that are used in
teaching reading, and explores teaching methods focused on
strategies. Teachers are encouraged to think about their own
beliefs and opinions on the nature of reading and to examine
their own personal reading activities.
Each chapter includes discussion and study questions
designed to promote further discussion about issues raised.
There are four central themes:
—
The reading context and its familiarity will affect how the
reader reads and interacts with the text.
—
The extent to which language is a problem varies with
how familiar and easy the reading task is.
—
Learners knowledge of the world can assist in the reading
process, and is reflected in the depth and breadth of their
vocabulary.
—
The extent to which a learner s reading experience is
meaningful will affect their motivation, interest, and
engagement.
гном
hudson
is Professor of Second Language Studies at
the University of Hawai i.
|
| adam_txt |
CONTENTS
Acknowledgments
Introduction
3
1
Issues in reading
Introduction
7
Second language reading
12
Examining some of the processes
13
Synthesis of reading requirements
25
Some concerns about reading that motivate this text
26
Summary and conclusions
29
Discussion and study questions
30
2
Theories and models of first language reading processes
Introduction
31
A brief overview of research on reading processes
32
Bottom-up approaches
34
Top-down approaches
37
Interactive approaches
39
New literacy approaches
55
Summary and conclusions
57
Discussion and study questions
58
3
Second and foreign language reading issues
Introduction
59
Views of second language reading
59
Research into first language and second language relationships
65
Summary and conclusions
73
Discussion and study questions
74
viii Contents
4
Reading
ѕкШѕ
Introduction
77
Reading skills in the first language
77
Separability of skills
79
Hierarchy of skills 84
On skills and their hierarchical nature in the second language
literature
9°
Lower-level processing in second language 91
Higher-level skills in second language
9°
Summary and conclusions IO3
Discussion and study questions IO3
5
Strategies and metacognitive skills
Introduction IO5
Strategies and metacognition in first language research
107
Basic reading comprehension strategies
Ю7
Metacognition and automaticity in application of reading
strategies II2
Metacognition and reading
116
Strategies and metacognition in second language reading
п8
Second language strategy and metacognitive training
130
Implications for instruction
136
Summary and conclusions i37
Discussion and study questions
138
6
Content schema and background knowledge
Introduction
141
Introduction to content and cultural schema
142-
Prior knowledge and first language reading
143
Content schema across cultures and languages
151
Cultural background
151
Cultural background and text complexity
156
Cultural background and text genre characteristics
159
Summary and conclusions
161
Discussion and study questions
162
Contents ix
7 Formal
schema
and second language reading
Introduction
165
Orthographic and phonemic knowledge
165
Syntax and language structure
168
Cohesion
173
Text structure
179
Narrative
179
Expository text
182
Text structure and second language reading
187
Narrative text structure
187
Expository text structure
190
Instruction in text structure
192
Summary and conclusions
199
Discussion and study questions
199
8
Genre and
contrastive
rhetoric
Introduction
201
Genre
201
Contrastive
rhetoric
213
Instructional approaches in genre and
contrastive
rhetoric
221
Summary and conclusions
224
Discussion and study questions
225
9
Vocabulary in second language reading
Introduction
227
What does it mean to know a word?
229
Breadth of word knowledge
229
Depth of word knowledge
233
Relationships of breadth and depth
235
Reading and first language vocabulary learning
236
Reading and second language vocabulary learning
245
Second language vocabulary and pedagogy
249
Dictionary use
249
Marginal glosses
252
Meaning-in-context vocabulary learning strategies
255
Summary and conclusions
261
Discussion and study questions
261
Contents
10
Reading and writing relationships
Introduction
263
Views of reading and writing relationships
264
The first language literacy skills of reading and writing
268
Read-to-write
268
Write-to-read
274
Reading and writing and knowing
277
Second language reading and writing connections
279
Instructional bases of reading and writing
283
Summary and conclusions
286
Discussion and study questions
287
11
Wrap-up of second language reading: teaching issues
Issues covered
289
Complexity of the issue
289
First and second language theories of reading
289
Reading skills
291
Strategies and metacognitive skills
292
Content schema and background knowledge in second
language comprehension
293
Formal schemata in second language reading
294
Genre and
contrastive
rhetoric
295
Vocabulary in second language reading
296
Reading and writing relationships
296
Summary
297
This Handbook will be useful for both beginning and
experienced teachers who want to improve their practical
strategies in teaching second language reading and their
understanding of the reading process. The book gives a
thorough overview of the background to second language
reading, and presents implications for teaching of research
findings. It examines a variety of approaches that are used in
teaching reading, and explores teaching methods focused on
strategies. Teachers are encouraged to think about their own
beliefs and opinions on the nature of reading and to examine
their own personal reading activities.
Each chapter includes discussion and study questions
designed to promote further discussion about issues raised.
There are four central themes:
—
The reading context and its familiarity will affect how the
reader reads and interacts with the text.
—
The extent to which language is a problem varies with
how familiar and easy the reading task is.
—
Learners' knowledge of the world can assist in the reading
process, and is reflected in the depth and breadth of their
vocabulary.
—
The extent to which a learner's reading experience is
meaningful will affect their motivation, interest, and
engagement.
гном
hudson
is Professor of Second Language Studies at
the University of Hawai'i. |
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| id | DE-604.BV035037466 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:52:05Z |
| indexdate | 2024-07-09T21:20:45Z |
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| isbn | 9780194422833 |
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| spelling | Hudson, Thom Verfasser aut Teaching second language reading Thom Hudson 1. publ. Oxford [u.a.] Oxford Univ. Press 2007 X, 350 S. txt rdacontent n rdamedia nc rdacarrier Oxford handbooks for language teachers Hier auch später erschienene, unveränderte Nachdrucke Dil ve diller - Çalışma ve öğretim Okuma (Yüksek öğretim) İkinci dil kazanımı İngiliz dili - Çalışma ve öğretim (Yüksek) - Yabancılar Englisch Sprache English language Study and teaching (Higher) Foreign speakers Language and languages Study and teaching Reading (Higher education) Second language acquisition Englischunterricht (DE-588)4014801-4 gnd rswk-swf Leseverstehen (DE-588)4135331-6 gnd rswk-swf Englischunterricht (DE-588)4014801-4 s Leseverstehen (DE-588)4135331-6 s b DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016706341&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016706341&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Hudson, Thom Teaching second language reading Dil ve diller - Çalışma ve öğretim Okuma (Yüksek öğretim) İkinci dil kazanımı İngiliz dili - Çalışma ve öğretim (Yüksek) - Yabancılar Englisch Sprache English language Study and teaching (Higher) Foreign speakers Language and languages Study and teaching Reading (Higher education) Second language acquisition Englischunterricht (DE-588)4014801-4 gnd Leseverstehen (DE-588)4135331-6 gnd |
| subject_GND | (DE-588)4014801-4 (DE-588)4135331-6 |
| title | Teaching second language reading |
| title_auth | Teaching second language reading |
| title_exact_search | Teaching second language reading |
| title_exact_search_txtP | Teaching second language reading |
| title_full | Teaching second language reading Thom Hudson |
| title_fullStr | Teaching second language reading Thom Hudson |
| title_full_unstemmed | Teaching second language reading Thom Hudson |
| title_short | Teaching second language reading |
| title_sort | teaching second language reading |
| topic | Dil ve diller - Çalışma ve öğretim Okuma (Yüksek öğretim) İkinci dil kazanımı İngiliz dili - Çalışma ve öğretim (Yüksek) - Yabancılar Englisch Sprache English language Study and teaching (Higher) Foreign speakers Language and languages Study and teaching Reading (Higher education) Second language acquisition Englischunterricht (DE-588)4014801-4 gnd Leseverstehen (DE-588)4135331-6 gnd |
| topic_facet | Dil ve diller - Çalışma ve öğretim Okuma (Yüksek öğretim) İkinci dil kazanımı İngiliz dili - Çalışma ve öğretim (Yüksek) - Yabancılar Englisch Sprache English language Study and teaching (Higher) Foreign speakers Language and languages Study and teaching Reading (Higher education) Second language acquisition Englischunterricht Leseverstehen |
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