Teaching readers of English: students, texts, and contexts
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2018
|
| Ausgabe: | Second edition |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030295915&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030295915&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | xv, 416 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138206205 9781138206212 |
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Datensatz im Suchindex
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|---|---|
| adam_text | TEACHING READERS OF ENGLISH
/ HEDGCOCK, JOHNYYEAUTHOR
: 2018
TABLE OF CONTENTS / INHALTSVERZEICHNIS
FOUNDATIONS OF L1 AND L2 LITERACY, READING, AND LEARNING TO READ
L2 READING: FOCUS ON THE READER
L2 READING: FOCUS ON THE TEXT
VOCABULARY LEARNING AND TEACHING IN L2 READING INSTRUCTION
READING CLOSELY: DESIGNING AN INTENSIVE READING LESSON
READING FOR QUANTITY: EXTENSIVE READING
SYLLABUS DESIGN AND INSTRUCTIONAL PLANNING FOR THE L2 READING COURSE
CLASSROOM L2 READING ASSESSMENT
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
Brief Contents
Preface to the Second Edition xiii
Acknowledgments xvi
Credits xvii
1 Foundations of LI and L2 Literacy, Reading, and Learning to Read 1
2 L2 Reading: Focus on the Reader 61
3 L2 Reading: Focus on the Text 89
4 Vocabulary Learning and Teaching in L2 Reading Instruction 122
5 Reading Closely: Designing an Intensive Reading Lesson 172
6 Reading for Quantity: Extensive Reading in L2 Reading Instruction 219
7 Syllabus Design and Instructional Planning for the L2 Reading Course 254
8 Classroom L2 Reading Assessment 304
References 361
Author Index 407
Subject Index 411
Full Contents
Preface to the Second Edition xiii
Acknowledgments xvi
Credits xvii
1 Foundations of LI and L2 Literacy, Reading, and Learning
to Read 1
The Nature of Literacy and Literacies 3
Critical Views of Literacy and Literate Practice 5
Print and Digital Literacies 8
Writing, Writing Systems, and Reading 13
Reading Processes: Fundamentals 22
Defining and Exploring Reading Processes 23
Cognitive and Neurolinguistic Fundamentals of Reading 25
Survey of Perspectives on Reading and Reading Development 30
Bottom-up Views of Reading and Reading Development 32
Top-down Views of Reading and Reading Development 36
Interactive and Integrated Views of Reading and Reading
Development 41
Understanding L2 Reading Processes 45
The Linguistic Threshold Hypothesis 45
Components of L2 Reading: Skills and Subskills 48
L2 Reading Strategies 51
Chapter Summary 53
Further Reading and Resources 55
Reflection and Review 57
Application Activities 58
vni
FULL CONTENTS
L2 Reading: Focus on the Reader
Who Are L2 Readers?
62
2
International (Visa) Students 63
EFL Students 64
Immigrant Students 64
Generation 1.5 Students 65
Implications of Multiple Student Populations for Reading Instruction 66
L2 Readers in Non-academic Settings 61
What a Reader Knows 68
Influences of Family and Society 68
School Influences 69
Types of Reader Schemata 71
What the L2 Reader Knows: Final Thoughts 72
Individual Differences Among L2 Readers 73
Motivation 73
Learning Styles 76
Learner Strategies 80
Focus on the Reader: Implications 82
Needs Assessment and Course Goals 82
Text Selection 83
Classroom Instruction 83
Chapter Summary 83
Further Reading and Resources 84
Reflection and Review 85
Application Activities 86
L2 Reading: Focus on the Text 89
Orthography 91
Vocabulary 92
Morphosyntactic Information 92
Text Cohesion 95
Text Design 96
Text Structure 96
Textual Features: Summary 97
What Should Instructors Consider in Text Selection? 98
Selecting and Analyzing Texts for Intensive Reading Instruction 98
Text Selection Issues: Summary 104
What Is a Text?
90
What Is Challenging about English L2 Reading?
91
FULL CONTENTS
IX
How Can Teachers Help Students Build Bottom-up Processing Skills? 105
Bottom-up Skills: Approaches and Activities 105
Summary: Textual Elements and Bottom-up Instruction 112
Chapter Summary 112
Further Reading and Resources 113
Reflection and Review 114
Application Activities 115
Appendix 3.1: Text Analysis Worksheet 118
Appendix 3.2: Sample Mini-lesson on Morphology 120
4 Vocabulary Learning and Teaching in L2 Reading Instruction 122
Components of Word Knowledge 124
The Role of Lexical Knowledge in Developing L2 Reading Skills
and Strategies 132
Incidental Vocabulary Learning 135
Direct Vocabulary Instruction: Explicit Interventions in Teaching
Reading 138
Lexical Enhancement and L2 Reading: Challenges and Tools 140
Vocabulary Size, Reading Comprehension, and Reading Development 141
Word Frequency Lists 145
Direct Vocabulary Teaching and L2 Reading Instruction: Practices
and Strategies 150
Devote Instructional Time to Focusing on Words 150
Teach Effective Inferencing Strategies 152
Teach Effective Dictionary Strategies 153
Work with Graded Readers 155
Ask Questions 156
Match Definitions 157
Practice Semantic Mapping 157
Encourage Use of Word Cards 159
Assign Vocabulary Notebooks or Logs 161
Chapter Summary 161
Further Reading and Resources 162
Reflection and Review 164
Application Activities 164
5 Reading Closely: Designing an Intensive Reading Lesson 172
Background: Intensive Reading 172
Arguments for Intensive Reading Instruction 173
Assumptions Behind Intensive Reading Approaches 175
X
FULL CONTENTS
Stages of Intensive Reading 176
Before-reading Goals and Activities 177
Getting Ready to Read 177
Surveying the Text 180
Introducing Key Vocabulary 183
Before Reading: Summary 185
During-reading Goals and Activities 185
First Reading 186
Close Reading 187
Developing Effective Reading Strategies 189
Looking Closely at Language 194
Why Use Reading to Teach Language? 194
Considering Text Structure 198
During Reading: Summary 199
After-reading Goals and Activities 199
Summarizing a Text 200
Responding To and Critically Analyzing a Text 203
Making Reading-Writing Connections 204
After Reading: Summary 212
Putting It All Together: Designing an Intensive Reading Lesson
Sequence 212
Suggestions for Intensive Reading Lessons 212
Chapter Summary 213
Further Reading and Resources 214
Reflection and Review 215
Application Activities 215
6 Reading for Quantity: Extensive Reading in L2 Reading
Instruction 219
Extensive Reading: Definitions and Opinions 220
Perspectives on Extensive Reading 221
Benefits of Extensive Reading 222
Extensive Reading Improves Comprehension Skills 222
Extensive Reading Develops Automaticity 223
Extensive Reading Builds Background Knowledge 223
Extensive Reading Builds Vocabulary and Grammar Knowledge 226
Extensive Reading Improves Production Skills (Speaking and Especially
Writing) 227
Extensive Reading Promotes Student Confidence and Motivation 228
Summary: The Case for Extensive Reading 230
FULL CONTENTS
XI
(Perceived) Problems and Challenges with Extensive Reading 230
Time and Pre-existing Curricular Requirements 231
Resources 231
Student Resistance 232
Practical Matters: Implementation of Extensive Reading 233
Persuading Students of Extensive Reading’s Value 234
Providing Access to Reading Materials 235
Helping Students Find and Select Appropriate Materials 238
Designing Classroom Activities 240
Developing Accountability and Evaluation Mechanisms 242
Chapter Summary 243
Further Reading and Resources 244
Reflection and Review 244
Application Activities 245
Appendix 6.1: Sample Reading and Writing Course Syllabus 249
7 Syllabus Design and Instructional Planning for the L2
Reading Course 254
Needs Assessment: Understanding Learner Needs and Institutional
Expectations 255
Environment Analysis 258
Needs Analysis 259
Designing and Administering NA Instruments 261
Establishing Goals and Objectives for Teaching and Learning 262
Developing an L2 Literacy Syllabus: Design Principles 267
Crafting the Course Description 269
Constructing the Course Outline 269
Selecting and Working with Textbooks 274
Planning L2 Literacy Lessons: Principles and Precepts 277
Specifying Lesson Objectives 277
Organizing a Daily Lesson Plan 278
Lesson Planning Mechanics 279
Chapter Summary 284
Further Reading and Resources 285
Reflection and Review 286
Application Activities 287
Appendix 7.1: Sample Needs Assessment Questionnaire for a
Reading Course 290
Appendix 7.2: Sample EAP Reading Course Syllabus 296
Appendix 7.3: Textbook Evaluation Checklist 300
XU
FULL CONTENTS
8 Classroom L2 Reading Assessment 304
Assessment, Teaching, and Learning 306
The Purposes of L2 Reading Assessment 307
Principles and Concepts of L2 Reading Assessment 309
Reliability 310
Validity 310
A uthentidty 312
Washback 314
Product and Process 315
Standards 316
A Framework for Designing Classroom L2 Reading Assessments 318
Reading Assessment Variables: Readers and Texts 320
Reader Variables 321
Text Variables 322
Task and Item Development in L2 Reading Assessment: Principles and
Procedures 323
Controlled Response 324
Constructed Response 337
Maximizing Controlled and Constructed Response Approaches in L2
Reading Assessment 347
Alternative L2 Literacy Assessment Options 347
Reading Journals 348
Literacy Portfolios 349
Self assessment 352
Summary: Toward a Coherent Literacy Assessment Plan 354
Further Reading and Resources 355
Reflection and Review 356
Application Activities 357
Appendix 8.1: Suggested Target Reading Rates by Grade Level 360
References 361
Author Index 407
Subject Index 411
|
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| spellingShingle | Hedgcock, John Ferris, Dana 1960- Teaching readers of English students, texts, and contexts Englisch Curriculum planning English language Study and teaching Foreign speakers Reading Reading teachers Second language acquisition Englisch (DE-588)4014777-0 gnd Lesen (DE-588)4035439-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
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| title | Teaching readers of English students, texts, and contexts |
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| title_exact_search | Teaching readers of English students, texts, and contexts |
| title_full | Teaching readers of English students, texts, and contexts John S. Hedgcock, Middlebury Institute of International Studies at Monterey and Dana R. Ferris, University of California, Davis |
| title_fullStr | Teaching readers of English students, texts, and contexts John S. Hedgcock, Middlebury Institute of International Studies at Monterey and Dana R. Ferris, University of California, Davis |
| title_full_unstemmed | Teaching readers of English students, texts, and contexts John S. Hedgcock, Middlebury Institute of International Studies at Monterey and Dana R. Ferris, University of California, Davis |
| title_short | Teaching readers of English |
| title_sort | teaching readers of english students texts and contexts |
| title_sub | students, texts, and contexts |
| topic | Englisch Curriculum planning English language Study and teaching Foreign speakers Reading Reading teachers Second language acquisition Englisch (DE-588)4014777-0 gnd Lesen (DE-588)4035439-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
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