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Input for the Second Language Classroom: Some Innovations and Insights
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L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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Examining the Intersection between Task-Based Learning and Technology
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Second Language Reading and Instruction
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Abstract:
Reading comprehension is a process in which words are interpreted and meaning is created. We read for a variety of reasons: to obtain information, to communicate, and for enjoyment. In order to comprehend or assign meaning to a text, various linguistic, conceptual, reasoning, and meta- cognitive abilities must work efficiently and simultaneously within the reader (Grabe, 1991; Grabe & Stoller, 2011). Views on second language reading have been greatly influenced by research on first language reading. Second language reading research strives to understand what ‘good’ first language readers do and tries to guide second language instructors, learners, and readers in that direction (Catts & Kamhi, 2005; Grabe, 1991; Grabe & Stoller, 2011). However, in order to effectively do so, it is essential to understand what reading is and its multifaceted nature, both in a reader’s first as well as second language.
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Keyword:
Applied linguistics; Language and languages--Study and teaching; Reading comprehension; Second language acquisition
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URL: https://doi.org/10.7916/D8CC2BM6
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8 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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9 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
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Introduction: Why Should Second/Foreign Language Teachers Tune In To Instructed SLA?
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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Approaching Grammar Instruction with a Form-Meaning-Function Perspective
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Rater Cognition in L2 Speaking Assessment: A Review of the Literature
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20 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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