41 |
Classroom-Based Language Assessment and L2 Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp i-iii (2015) (2015)
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42 |
Commentaries on Computer-based Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp i-i (2015) (2015)
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43 |
Language Development Over the Lifespan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 37-40 (2015) (2015)
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44 |
Improving Testing for English Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-4 (2015) (2015)
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45 |
Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 48-49 (2015) (2015)
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46 |
Task Complexity and Linguistic Complexity: An Exploratory Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 1-28 (2015) (2015)
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47 |
The case against Monolingual Bias in Multilingualism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 42-44 (2015) (2015)
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48 |
Topic Familiarity and Input Enhancement: An Empirical Investigation
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
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49 |
Engagement Features in Russian & English: A Cross-Cultural Analysis of Academic Written Discourse
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 1-20 (2015) (2015)
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50 |
An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp v-vii (2015) (2015)
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51 |
Assessment For Learning: The Role of Feedback
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 48-49 (2015) (2015)
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52 |
Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 4-5 (2015) (2015)
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53 |
An Interview with APPLE Lecture Speaker Professor Alister Cumming
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 44-45 (2015) (2015)
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54 |
Introduction: The Multilingual Prism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015)
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55 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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56 |
Language Assessment in Practice
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 41-46 (2015) (2015)
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57 |
Teaching English Language Learners through Technology
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 63-66 (2015) (2015)
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58 |
Future Directions in Pragmatics Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015)
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59 |
Input, interaction, and corrective feedback in L2 learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
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60 |
Second Language Reading Research and Instruction: Crossing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 58-62 (2015) (2015)
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Abstract:
Second language (L2) reading serves dual roles in L2 learning – both as a literacy skill for comprehension and as a source of L2 input (Eskey, 2005; Grabe, 1991). However, L2 reading researchers have traditionally focused on either one of the two dimensions at a time, with the other largely unattended, as is reflected in the discrepancies between literacy-oriented research and language-oriented research. With its primary goal being comprehension, literacy-oriented research has fueled most notably a whole language approach, and a skills approach, to L2 reading instruction. The whole language approach highlights the importance of higher-level processes based on background knowledge, whereas the skills approach emphasizes lower-level processes such as orthographic processing, morphological analysis, and word recognition, among others. By contrast, with language-oriented research, the acquisition approach conceptualizes reading as a vehicle for delivering L2 input that is conducive to the development of L2 competence. As can be expected, the theoretical and pedagogical chasms among these approaches have thus yielded unbalanced views on the nature of L2 reading and, more importantly, on its relationship with L2 acquisition.
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Keyword:
Applied linguistics; Education; English language; Foreign speakers; L2; Language acquisition; P118-118.7; PE1-3729; Reading comprehension; Research; Second language; Second language acquisition; SLA
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URL: https://doaj.org/article/a0018838a5634720907429ceeaac8edc https://doi.org/10.7916/D869734P
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