Second Language Reading Research: A Critical Review

Autor/in	Hazelrigg, Amy C.
Titel	Second Language Reading Research: A Critical Review
Quelle	(2008), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Language Research; Reading Research; Second Languages; Oral Language; Reading Strategies; Reading Instruction; Language Acquisition; English (Second Language); Attention; Reading Comprehension; Oral Reading + Suchen Sie Ihr Suchwort? Sprachforschung; Leseforschung; Second language; Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Aufmerksamkeit; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2 readers are different in kind from L1 readers, especially in their variability. Reading strategy instruction is rarely discussed in the L2 reading literature and, apparently, rarely taught in the ESL classroom. The most critical gap is the lack of attention in ELS studies and classrooms to metacognitive strategy instruction. ESL students need to learn to practice comprehension monitoring, and researchers need to study ways to teach it. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10