Interactive Approaches to Second Language Reading

doi:10.1017/CBO9781139524513

This text presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective.The paperback edition presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective. The book supports the view that reading in a second language involves more than decoding; instead, reading is seen as an interactive process whereby the learner's own background and knowledge contribute to understanding reading material. These articles are written by experts in the reading field, who present process models and discuss classroom applications. The book examines traditional approaches that focus on text and decoding skills, as well as more contemporary theories that consider the reader's base knowledge.

‘Well organized, clearly written and presenting a wide range of important research, Interactive Approaches to Second Language Reading is ‘must’ reading for specialists. It is also highly recommended for teachers, authors of instructional materials, and researchers who wish to learn about the nature of second language reading.’French Review

‘ … a fine synthesis of theoretical approaches to practical application and pedagogical implication of reading … It will definitely be welcomed as an inestimable addition to the present resources of teaching reading … it will undoubtedly help very much in reading research and pedagogy.’SATEFL Newsletter

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Contents

Frontmatter
pp i-iv
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Contents
pp v-viii
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List of contributors
pp ix-x
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Series editors' preface
pp xi-xii
- By Michael H. Long, Jack C. Richards, University of Hawaii at Manoa
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Preface
pp xiii-xiv
- By Patricia L. Carrell, Southern Illinois University at Carbondale, Joanne Devine, Skidmore College, Saratoga Springs, New York, David E. Eskey, University of Southern California, Los Angeles
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Introduction: Interactive approaches to second language reading
pp 1-8
- By Patricia L. Carrell, Southern Illinois University at Carbondale
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I - INTERACTIVE MODELS OF READING
pp 9-10
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Chapter 1 - The reading process
pp 11-21
- By Kenneth Goodman, University of Arizona, Tucson
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Chapter 2 - Models of the reading process
pp 22-36
- By S. Jay Samuels, University of Minnesota, Minneapolis, Michael L. Kamil, University of Illinois at Chicago
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Chapter 3 - A schema-theoretic view of basic processes in reading comprehension
pp 37-55
- By Richard C. Anderson, University of Illinois at Urbana-Champaign, P. David Pearson, University of Illinois at Urbana-Champaign
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Chapter 4 - Reassessing the term “interactive”
pp 56-70
- By William Grabe, Northern Arizona University, Flagstaff
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II - INTERACTIVE APPROACHES TO SECOND LANGUAGE READING – THEORY
pp 71-72
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Chapter 5 - Schema theory and ESL reading pedagogy
pp 73-92
- By Patricia L. Carrell, Southern Illinois University at Carbondale, Joan C. Eisterhold, Northwestern University, Evanston, Illinois
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Chapter 6 - Holding in the bottom: an interactive approach to the language problems of second language readers
pp 93-100
- By David E. Eskey, University of Southern California, Los Angeles
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Chapter 7 - Some causes of text-boundedness and schema interference in ESL reading
pp 101-113
- By Patricia L. Carrell, Southern Illinois University at Carbondale
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Chapter 8 - The short circuit hypothesis of ESL reading – or when language competence interferes with reading performance
pp 114-124
- By Mark A. Clarke, University of Colorado at Denver
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III - INTERACTIVE APPROACHES TO SECOND LANGUAGE READING – EMPIRICAL STUDIES
pp 125-126
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Chapter 9 - A case study of two readers: models of reading and reading performance
pp 127-139
- By Joanne Devine, Skidmore College, Saratoga Springs, New York
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Chapter 10 - Changes in cohesion in the recall of native and foreign texts
pp 140-151
- By Margaret S. Steffensen, Illinois State University, Normal
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Chapter 11 - Reading English for specialized purposes: discourse analysis and the use of student informants
pp 152-167
- By Andrew Cohen, Hebrew University, Jerusalem, Hilary Glasman, Hebrew University, Jerusalem, Phyllis R. Rosenbaum-Cohen, Hebrew University, Jerusalem, Jonathan Ferrara, Givat Washington Teachers College, Jerusalem, Jonathan Fine, Bar-Ilan University, Ramat Gan
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Chapter 12 - This test is unfair: I'm not an economist
pp 168-182
- By J. Charles Alderson, University of Lancaster, Lancaster, England, A. H. Urquhart, College of St. Mark and St. John, Plymouth, England
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Chapter 13 - The effects of induced schemata on the “short circuit” in L2 reading: non-decoding factors in L2 reading performance
pp 183-205
- By Thorn Hudson, University of California at Los Angeles
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Chapter 14 - The Miscue-ESL Project
pp 206-220
- By Pat Rigg, American Language and Literacy, Tucson, Arizona
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IV - IMPLICATIONS AND APPLICATIONS OF INTERACTIVE APPROACHES TO SECOND LANGUAGE READING – PEDAGOGY
pp 221-222
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Chapter 15 - Interactive models for second language reading: perspectives on instruction
pp 223-238
- By David E. Eskey, University of Southern California, Los Angeles, William Grabe, Northern Arizona University, Flagstaff
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Chapter 16 - Interactive text processing: implications for ESL/second language reading classrooms
pp 239-259
- By Patricia L. Carrell, Southern Illinois University at Carbondale
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Chapter 17 - The relationship between general language competence and second language reading proficiency: implications for teaching
pp 260-278
- By Joanne Devine, Skidmore College, Saratoga Springs, New York
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Index
pp 279-289
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