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Teaching and Researching Reading (Applied Linguistics in Action)

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Notă GoodReads:
en Limba Engleză Paperback – April 2011
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.
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Specificații

ISBN-13: 9781408205037
ISBN-10: 1408205033
Pagini: 324
Dimensiuni: 155 x 231 x 23 mm
Greutate: 0.54 kg
Ediția: 2 Revizuită
Editura: PEARSON EDUCATION ESL
Seria Applied Linguistics in Action


Cuprins

Contents
  General Editors’ Preface
  Authors’ Acknowledgements and Dedication
  Publisher’s Acknowledgements
  Introduction  
Section I: Understanding L2 reading
   1   The nature of reading abilities
   1.1   Purposes for reading
   1.2   Defining fluent reading comprehension
   1.3   Describing how reading works: Components of reading abilities
   1.4   Synthesising research perspectives: Models of reading
   1.5   Conclusion
   2   Comparing L1 and L2 reading
   2.1   Linguistic and processing differences between L1 and L2 readers
   2.2   Individual and experiential differences between L1 and L2 readers
   2.3   Socio-cultural and institutional differences influencing L1 and L2 reading development
   2.4   Conclusion
 
Section II: Exploring research in reading
   3   Key studies in L1 reading
   3.1   Research studies as stories: An extended example
   3.2   Ten more key research studies
   3.3   Seeing the story structure of research studies
   3.4   Conclusion
   4   Key studies in L2 reading
   4.1   Topics to explore in L2 reading research
   4.2   Ten good stories from L2 reading research
   4.3   Conclusion
Section III: Teaching reading using evidence-based practices
5 Teaching reading: Sound foundations and effective practices
   5.1   Implications from reading research
   5.2   Curricular principles for reading instruction
   5.3   Moving from curricular principles to instructional applications
   5.4   Conclusion
Section IV: Investigating reading through action research
   6   The reading teacher as action researcher
   6.1   Teachers investigating their own classrooms: ‘How to’ guidelines
   6.2   Conclusion
   7   Vocabulary, fluency and motivation: Action research projects
   7.1   Vocabulary action research projects
   7.2   Fluency action research projects
   7.3   Motivation action research projects
   7.4   Additional action research questions
   7.5   Conclusion
   8   Strategic reading, discourse organisation and main-idea comprehension: Action research projects
   8.1   Strategic reading action research projects
   8.2   Discourse organisation action research projects
   8.3   Main-idea comprehension action research projects
   8.4   Additional action research questions
8.5   Conclusion
   9   Reading-lesson stages, reading materials and extensive reading: Action research projects
   9.1   Reading-lesson stages action research projects
   9.2   Reading materials action research projects
   9.3   Extensive reading action research projects
   9.4   Additional action research questions
   9.5   Conclusion
Section V: Resources
10   Resources for action research
10.1   Journals dedicated to reading and related issues
10.2   Journals that report studies related to reading and reading-related topics
10.3   Journals that periodically have articles related to teaching (and researching) L2 reading
10.4   L2 teacher resource books on reading and related topics
10.5   L1 teacher resource books with good ideas for L2 reading teachers
10.6   Teacher resources on action research
10.7   Web sites on reading and vocabulary
10.8   Web sites on graphic organisers
10.9   Web sites on action research
   10.10   Professional organisations of interest to reading teachers
  Glossary
  References
  Subject Index
  Author Index

Recenzii

"This book functions as an excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."
- Clay Williams, Assistant Professor, English for Academic Purposes Department, Akita International University.
LINGUIST. http://linguistlist.org/issues/22/22-4804.html. 02 Dec 2011.


"This book functions as an excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two." - Clay Williams, Assistant Professor, English for Academic Purposes Department, Akita International University. LINGUIST. http://linguistlist.org/issues/22/22-4804.html. 02 Dec 2011.

Textul de pe ultima copertă

"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.

William Grabe is Regents' Professor of Applied Linguistics at Northern Arizona University, Flagstaff. He is the author of many books and articles on L2 reading research and reading pedagogy. He edited the "Annual Review of Applied Linguistics" (Cambridge University Press) from 1990-2000.

Fredricka L. Stoller is Professor of Applied Linguistics at Northern Arizona University, Flagstaff. She has authored numerous books and articles on L2 reading instruction, L2 reading curricula, reading in the context of content-based instruction, project work, disciplinary writing, and teacher development.