Teaching ESL/EFL Reading and Writing

Teaching ESL/EFL Reading and Writing

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Description

Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency. By following these suggestions, which are organized around four strands - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - teachers will be able to design and present a balanced program for their students.


Teaching ESL/EFL Reading and Writing, and its companion text, Teaching ESL/EFL Listening and Speaking, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring








easily applied principles,







a large number of useful teaching techniques, and







guidelines for testing and monitoring,








All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.
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Product details

  • Paperback | 172 pages
  • 152 x 229 x 10.16mm | 318g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 15 Tables, black and white
  • 041598968X
  • 9780415989688
  • 103,899

Table of contents

@contents: Selected Contents:


Table of Contents





Chapter 1 Learning to read in another language 1


Learning to read in the first language


Learning to read in another language


Principles for teaching reading





Chapter 2 Learning to recognise and spell words


Prerequisites for formal reading instruction


Phonics and the alphabetic principle


The role of phonics in a reading programme


Spelling: productive phonics


Learning to spell


Designing a focused spelling programme





Chapter 3 Intensive reading


Focuses in intensive reading


Features of a good reading exercise


Are comprehension questions good reading exercises?


Comprehension of the text


The focus of comprehension questions


Grammar features in the text


Cohesive devices


Strategy development


Standardized reading procedures


Handling the exercises


The role of teaching exercises





Chapter 4 Extensive reading


Understand the goals and limitations of extensive reading


Find your learners= present vocabulary level


Provide plenty of interesting and appropriate reading texts


Set, encourage and monitor large quantities of extensive reading


Support and supplement extensive reading with language focused learning and fluency development


Help learners move systematically through the graded reader levels


Simplified and unsimplified texts


The extensive reading programme





Chapter 5 Reading faster


The nature and limits of reading speed


The nature of fluency development


The nature of fluency development activities


Increasing oral reading speed


Increasing careful silent reading speed


Increasing silent expeditious reading speed


Frequently asked questions about reading speed





Chapter 6 Assessing reading


Motivating


Measuring achievement


Diagnosing problems


Measuring reading proficiency


Issues in making and using comprehension tests





Chapter 7 Helping learners write


Principles for teaching writing


Designing tasks


Experience tasks


Bringing tasks within the learners' experience


Making sure learners have the experience to do a task


Shared tasks


Guided tasks


Independent tasks


Using the four kinds of tasks





Chapter 8 The writing process


The parts of a writing programme


Meaning-focused writing


The parts of the writing process


Considering the goals of the writer and model of the reader


Gathering ideas


Ideas to text


Editing


Reviewing


Diagnosing control of the parts of the writing process


Diagnosing from the written product





Chapter 9 Topic types


The topic type hypothesis


Topic types and writing


Topic types and reading


Limitations of the topic type approach





Chapter 10 Responding to written work


Motivating


Improving the quality of writing


Measuring proficiency in writing





Appendix 1 Spelling correspondences


Appendix 2 Conjunction relationships


References
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About I. S. P. Nation

I.S.P. Nation is Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University in Wellington, New Zealand.
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