000			04290cam a2200565 4500
999			_c1985 _d1985
003			OSt
005			20230608011742.0
008			930326s1992 enka b 000 0 eng
020			_a0194371301 (pbk)
020			_a9780194371308 (pbk)
035			_a(OCoLC)29358265
040			_aOOU _beng _cJCRC
099			_aLB 1050 .W35 1992
100	1		_aWallace, Catherine
245	1	0	_aReading / _cCatherine Wallace; Christopher N. Candlin and Henry G. Widdowson (Series Editors).
260			_aOxford : _bOxford University Press, _c1992.
300			_axi, 161 p. : _bill. ; _c24 cm.
440		0	_aLanguage Teaching, a Scheme for Teacher Education
504			_aIncludes glossary, bibliographical references (p. [151]-155) and index.
505			_a"Reading opens with a wide-ranging discussion of what it means to be a reader in the modern world. The ideas introduced here are illustrated in the second section, which contains innovative ideas on how to approach text study in the language classroom and presents a variety of text-related exercises and activities. The book concludes by inviting teachers to explore the attitudes of their own learners as readers, and to design reading activities for them." (Book Cover)
505			_aCONTENTS:
505			_aThe author and series editors
505			_aIntroduction
505			_aSection One: Explanation - The nature of reading
505			_a1 Reading and readers _t1.1 What reading means _t1.2 What being a reader means _t1.3 Reading purpose
505			_a2 Written language: text and discourse _t2.1 Reading and text _t2.2 Reading and discourse
505			_a3 Reading and social role _t3.1 Reading communities _t3.2 Literacy events _t3.3 Literacy or literacies?
505			_a4 Reading and social context _t4.1 The immediate context of situation _t4.2 The institutional context _t4.3 The wider social context
505			_a5. Reading and social meaning _t5.1 Genre _t5.2 Schemas
505			_a6 The reading process _t6.1 Reading as a psycholinguistic process _t6.2 Reading as a unitary and selective process _t6.3 Sociolinguistic factors in the reading process _t6.4 The interaction between reader and writer _t6.5 Submissive and resistant readers _t6.6 Intertextuality _t6.7 Conclusion
505			_aSection Two: Demonstration - Teaching approaches and materials
505			_a7 Early reading: teaching and learning _t7.1 Getting started _t7.2 Different views of the learning to read process _t7.3 A skills approach to learning to read _t7.4 Reading strategies _t7.5 What do skills and strategies approaches look like? _t7.6 Links with later reading strategies
505			_a8 The learning context: roles and purposes of second language learners _t8.1 The social roles and context of learning of the second language learner _t8.2 Reading for specific purposes _t8.3 Reading for general purposes _t8.4 Reading for pleasure in the second language
505			_a9 The role of the text in the second language classroom _t9.1 Criteria for selecting material _t9.2 Simple versus authentic texts _t9.3 Assessing text difficulty _t9.4 Simple and simplified texts _t9.5 The notion of authenticity
505			_a10 Classroom reading procedures _t10.1 Access to the context of situation _t10.2 Access to content
505			_a11 Texts and classroom procedures for critical reading _t11.1 Critical approaches to text selection _t11.2 Heightening learners' awareness of their strategies and roles as readers _t11.3 A critical reading procedure _t11.4 Conclusion
505			_aSection Three: Exploring reading
505			_a12 Investigating reading in your own classroom _t12.1 Focus on the reader _t12.2 Focus on the text _t12.3 Focus on classroom reading procedures
505			_aGlossary
505			_aFurther reading
505			_aBibliography
505			_aIndex
650		0	_aReading.
650		0	_aLiteracy.
650		0	_aReading (Adult education).
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
856			_uhttps://archive.org/details/reading00wall _zInternet Archive.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991039349189705161 _zCheck the UO Library catalog.
942			_2z _cBK