Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include · key concept boxes and a glossary of key terms · quote boxes highlighting critical issues in the field · resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.
Three conclusions become clear when we consider the number of reading
processes occurring each and every two seconds: 1. Reading comprehension
processes work in parallel when some skills are relatively automatic. 2. Some
processes ...
Meta Mendel-Reyes provides a critical look at our fascination with the sixties, discusses the ways in which democratic participation was at the heart of sixties politics, and explores the interrelationship between the history and memory of the sixties and contemporary democratic politics. Mendel-Reyes stresses that if told properly, the story of the sixties could help open our eyes to the possibility that ordinary people can take democratic action and do have the ability to make a difference in nineties politics. In a time of cynicism about the American government's ability to solve the crises of inequality, poverty and racism, Mendel-Reyes puts the decline of political participation in historical context and provides hope for the coming decades.
... the practical business of foreign teaching and learning in the field of research
on language syllabus design. Traditionally, language syllabuses have been
spelled out in terms of grammar, lexis and 'idioms', that is, individual items that
cannot ...
Aubrey E. Taylor, Sadis Matalon, Peter A. Ward. trations of free ... Brigham, K. L.,
C. J. Begley, G. R. Bernard, A. A. Hutchison, J. E. Loyd, W. D. Lucht, B. Meyrick,
J. H. Newman, M. E. Niedermeyer, M. L. Ogletree, J. Sheller, and J. R. Snapper.
Understanding the way in which learners differ from one another is of fundamental concern to those involved in second-language acquisition, either as researchers or teachers. This account is the first to review at book length the important research into differences, considering matters such as aptitude, motivation, learner strategies, personality and interaction between learner characteristics and types of instruction.
(a) by responding positively to the given learning opportunities, or by identifying
and seeking preferred learning environments and exploiting them. (b) by adding
related language learning activities to the regular programme, and/or intensifying
...
"The Cambridge Guide to Second Language Assessment aims to present in one volume an up-to-date guide to the central areas of assessing the second language performance of English by speakers of other languages. This volume provides snapshots of significant issues and trends that have shaped language assessment in the past and highlights the current state of our understanding of these issues"--
Language tests are used for many purposes and in many contexts and are often
the basis for high-stakes decision making. Language test scores are used to
make many types of decisions about people and programs. They are used to
screen, ...
Second language (L2) processing research complements that devoted to
understanding language structure, in which the focus is on describing the
phonological, lexical, and syntactic knowledge in the L2. It also complements
investigations of ...
The book concerns theoretical, interdisciplinary and methodological issues in L2 acquisition research. It gives an accurate and up-to-date overview of high quality work currently in progress in research methodology, processing, principles and parameters theory, phonology, the bilingual lexicon, input and instruction. The volume will have the purpose of a handbook for teachers, students and researchers in the area of second language acquisition. The aim is to provide the reader with an acquisition perspective on processes of second and foreign language learning.
Are there principles of universal grammar that do not apply to second language
acquisition? Paul van Buren 1. Introduction I thought it might be interesting for
budding language researchers to be taken through a detailed theoretical
argument ...
A volume on second-language acquisition theory and pedagogy is, at the same time, a mark of progress and a bit of an anomaly. The progress is shown by the fact that the two disciplines have established themselves as areas of study not only distinct from each other, but also different from linguistic theory. This was not always the case, at least not in the United States. The anomaly results from the fact that this book deals with the relationship between L2 theory and pedagogy despite the conclusion that there is currently no widely-accepted theory of SLA. Grouped into five sections, the papers in this volume: * consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting; * consider input in terms of factors which are internal to the learner; * examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught; * deal with questions of certain complex, linguistic behaviors and the various external and social variables that influence learners; and * discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent.
INTRODUCTION In order to arrive at a theory of L2 acquisition, it is essential to
have a theory of what it is that the learner acquites; in other words, a theory of language (a linguistic theory) is necessary (Gregg, 1989; White, 1989).
Furthermore ...
Researching the Cognition Hypothesis of Language Learning and Performance
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.
Researching the Cognition Hypothesis of Language Learning and Performance
Peter Robinson ... chapter provides an overview of pedagogic and theoretical
issues that have motivated recent research into second language task complexity
.
