Articles liés à English L2 Reading: Getting to the Bottom

English L2 Reading: Getting to the Bottom - Couverture souple

Birch, Barbara M.

 
9780805838992: English L2 Reading: Getting to the Bottom
Couverture souple
ISBN 10 : 0805838996 ISBN 13 : 9780805838992
Editeur : Lawrence Erlbaum Associates Inc, 2002

Synopsis

This book is a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the "bottom" of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical.

Although the methodologies and approaches taken in most ESL/EFL texts about reading are top-down (cognition driven), and pay scant attention to the bottom of the reading process, those detailed in this book are language driven. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching.

English L2 Reading: Getting to the Bottom clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems) contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition.

A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren't sure how to do it. This book fills that gap.

Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, most chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading (letters, pronunciation, "smart" phonics, morphemes, and vocabulary acquisition) in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. End-of-chapter exercises help readers apply the concepts.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

This book is a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the "bottom" of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical.

Although the methodologies and approaches taken in most ESL/EFL texts about reading are top-down (cognition driven), and pay scant attention to the bottom of the reading process, those detailed in this book are language driven. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching.

English L2 Reading: Getting to the Bottom clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems) contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition.

A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren't sure how to do it. This book fills that gap.

Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, most chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading (letters, pronunciation, "smart" phonics, morphemes, and vocabulary acquisition) in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. End-of-chapter exercises help readers apply the concepts.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Lawrence Erlbaum Associates Inc
Date d'édition
2002
Langue
anglais
ISBN 10 
0805838996
ISBN 13 
9780805838992
Reliure
Broché
Nombre de pages
216
Coordonnées du fabricant
non disponible
Personne responsable
non disponible