000			09962cam a2200673 i 4500
999			_c1487 _d1487
001			99265043112702091
003			OSt
005			20230613024915.0
008			171006s2018 nyua b 001 0 eng
010			_a 2017045380
020			_a9781138647602 (pbk)
020			_a9781317236559 (ebook)
035			_a(OCoLC)1006521017 _z(OCoLC)1029049975 _z(OCoLC)1031040481
035			_a(OCoLC)on1006521017
040			_aDLC _beng _cJCRC _dOCLCO _dOCLCF _dYDX _dYDX _dOCLCO _dICW _dBDX _dCHVBK _dAU
042			_apcc
050	0	0	_aPE1128.A2 _bN495 2018
100	1		_aNewton, Jonathan M.
245	1	0	_aTeaching English to Second Language Learners in Academic Contexts : _bReading, Writing, Listening, and Speaking / _cJonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift.
260			_aNew York, NY : _bRoutledge, _c2018.
300			_axvi, 285 p. : _bill. ; _c24 cm.
440			_aESL & Applied Linguistics Professional
500			_aAlso available in electronic format.
504			_aIncludes bibliographical references and index.
505			_aPreface
505			_aGlossary
505			_a1. Teaching Language Skills in EAP Contexts _tFour Overarching Assumptions -- Further Reading
505			_aSECTION 1 INTRODUCTION TO READING
505			_a2. How Reading Comprehension Works _tWho Reads and Who Needs to Read? -- Who Do We Read and Why Do We Read? -- What Is Reading Comprehension? -- What Skills and Abilities Support Reading Comprehension for Good Readers? -- How Does Reading Comprehension Work? -- How Does L2 Reading Differ from L1 Reading? -- Why Do L2 Reading Abilities Differ So Much from Person to Person? -- How Fluent Should L2 Readers Become? -- How Does Reading Behavior Vary When the Goal Is Reading to Learn? -- How Does Digital Reading Vary from Print Reading? -- How Does Reading Comprehension Research Inform L2 Reading Pedagogy? -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading
505			_a3. Building an Effective Reading Curriculum: Guiding Principles _tPrinciple #1: Asking Students to Read for Well-Defined Purposes Rather than Simply Asking Students to Read (for No Purpose at All), Should Guide Reading and Re-Reading Tasks -- Principle #2: Reading a Lot and Reading Often Are Crucial for Reading-Skills Development -- Principle #3: Reading Requires the Coordination of Numerous Reading Abilities that Should Be Addressed Explicitly Across a Reading Curriculum -- Principle #4: Teaching (Rather than Testing) for Main-Idea Comprehension Should Be a Standard Component of Classroom Instruction -- Principle #5: Training Strategic Readers Is More Effective than Teaching Reading Strategies One at a Time -- Principle #6: Making a Commitment to Vocabulary Teaching and Learning Is Foundational to Students' Reading Success -- Principle #7: Reading Fluently - at Word and Passage Levels - Is Essential for Efficient Reading Comprehension Abilities -- Principle #8: Building Students' Motivation to Read Is Essential -- Principle #9: Connecting Reading to Writing Prepares Students for the Realities of Most Academic Contexts -- Principle #10: Assessing Students' Reading Progress Is an Essential Part of Teaching, Curriculum Development, and Student Learning -- Principle #11: Selecting and Adapting Texts Should Be Driven by Students' Proficiency Levels, Current and Future Reading Needs, and Interests -- Principle #12: Structuring Lessons around a Pre-Reading, During-Reading, and Post-Reading Framework Should Guide Class Planning -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendices
505			_a4. Reading Instruction and Assessment: Activities and Options _tInstructional Activities that Improve Students' Reading Abilities -- Instructional Activities that Integrate Reading and Writing -- Assessment of and for Learning -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendix
505			_aSECTION 2: INTRODUCTION TO WRITING
505			_a5. Writing in a Second Language _tHow is L2 Writing Different from L1 Writing? -- L2 Writers Know More Than One Language -- L2 Writers Have Varying Experiences and Backgrounds -- L2 Writers Are Still Acquiring the L2 -- Contexts and Characteristics of L2 Writing and Writers -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading
505			_a6. Building a Writing Curriculum and Developing Strategic Writers _tApproaches to Teaching L1 and L2 Composition -- Current Trends in L1 Composition -- Steps for L2 Writing Course Design -- Developing Strategic Writers -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading
505			_a7. Writing Instruction and Assessment: Activities, Feedback, and Options _tLesson Design for L2 Writing Courses -- Response Systems for L2 Writing Courses -- Assessment Issues for L2 Writing Courses -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendix
505			_aSECTION 3: INTRODUCTION TO LISTENING
505			_a8. How Listening Comprehension Works _tWhat Is Listening Comprehension? -- Listening as Process -- Learner Factors in Listening Success -- Listening Skills -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading
505			_a9. Building a Listening Curriculum _tTeaching and Learning L2 Listening -- Process-Oriented Listening Instruction -- Metacognitive Pedagogical Sequence for Listening -- Process-Based Listening with Reflections and Discussions -- Task-Based Metacognitive Instruction for Listening -- Scaffolded Extensive Listening Projects and Assignments -- Becoming Strategic L2 Listeners -- Curricular and Instructional Principles for L2 Listening -- Chapter Summary -- Discussion Questions -- Further Reading
505			_a10. Listening: Instructional activities and assessment options _tDesigning Instructional Activities -- Planning Lessons and Learning Units for Listening -- Assessment Options for Listening -- Chapter Summary -- Discussion Questions -- Further Reading
505			_aSECTION 4: INTRODUCTION TO SPEAKING
505			_a11. Speaking in a Second Language _tWhat's So Special About Speaking? -- Understanding How Speech Production Works -- What Role Does Speaking Play in Language Learning? -- What Role Does Interaction Play? -- What Role Does Corrective Feedback Play? -- What Role Does Practice Play? -- Chapter Summary -- Discussion Questions -- Further Reading
505			_a12. Building an Effective Speaking Curriculum: Guiding Principles _tGuideline 1: Use Cooperative Learning Principles to Organize Group Work -- Guideline 2: Use Principles of Task-Based Language Teaching (TBLT) to Plan Speaking Lessons -- Guideline 3: Integrate Rather Than Isolate -- Guideline 4: Look for Intercultural Learning Opportunities -- Guideline 5: Establish Roles for Students' Own Languages in the Classroom -- Guideline 6: Utilize Technology -- Guideline 7: Focus on Learning Opportunities -- Chapter Summary -- Discussion Questions -- Further Reading
505			_a13. Speaking Instruction and Assessment: Activities and Options _tGoal 1: Developing Clarity in Spoken Communication -- Goal 2: Developing Communicative and Conversational Ease -- Goal 3: Developing Dialogic Reasoning Skills and Negotiating Points of View -- Goal 4: Developing Formal Speaking Skills -- Goal 5: Developing Fluency -- Monitoring and Assessing Speaking -- Chapter Summary -- Discussion Questions -- Further Reading
505			_a14. Language Skill Development and EAP: A Reflection on Seven Key Themes _tTheme 1: Incorporating Integrated Skills Teaching -- Theme 2: Providing Practice --Theme 3: Developing Fluency -- Theme 4: Building a Collaborative Learning Environment -- Theme 5: Developing the Strategic Language User -- Theme 6: Providing Effective Assessment and Feedback -- Theme 7: Incorporating Technology Chapter Summary
505			_aAuthor Biographies
505			_aReferences
505			_aIndex
520			_aTeaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill - reading, writing, listening, and speaking - works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practising EAP teachers who want to upgrade their teaching abilities and knowledge bases. (Book Cover)
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
700	1		_aFerris, Dana R.
700	1		_aGoh, Christine Chuen Meng
700	1		_aGrabe, William
700	1		_aStoller, Fredricka, L.
700	1		_aVandergrift, Larry
830		0	_aESL and applied linguistics professional series.
856			_uhttps://www.routledge.com/Teaching-English-to-Second-Language-Learners-in-Academic-Contexts-Reading/Newton-Ferris-Goh-Grabe-Stoller-Vandergrift/p/book/9781138647602 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991007886439705161 _zCheck the UO Library catalog.
942			_2z _cBK