Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-23T10:01:56.182Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching Reading

Published online by Cambridge University Press:  12 May 2010

Julian Bamford  and
Richard R. Day
Get access Rights & Permissions [Opens in a new window]

Extract

Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills and strategies, and extensive reading. After brief descriptions of these four approaches to teaching reading and their status in the reading classroom, important issues in L2 reading instruction are addressed, leading to more general concerns involving the relationship among theory, research, and teaching practice.

Type
Teaching The Language Skills
Information
Annual Review of Applied Linguistics , Volume 18 , March 1998 , pp. 124 - 141
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Amer, A. A. 1997. The effect of the teacher's reading aloud on the reading comprehension of EFL students. ELT Journal. 51.43–47.CrossRefGoogle Scholar
Anderson, N. J. 1993. Repeated reading. In Day, R. R. (ed.). New ways in teaching reading. Alexandria, VA: TESOL. 190–191.Google Scholar
Anderson, N. J. 1994. Developing active readers: A pedagogical framework for the second language reading class. System. 22.177–194.CrossRefGoogle Scholar
Baker-Gonzalez, J. and Blau, E. K.. 1995. Building understanding: A thematic approach to reading comprehension. White Plains, NY: Longman.Google Scholar
Bell, J. S. 1995. The relationship between LI and L2 literacy: Some complicating factors. TESOL Quarterly. 29.687–704.CrossRefGoogle Scholar
Blanchard, K. and Root, C.. 1996. For your information 1: Basic reading skills. White Plains, NY: Longman.Google Scholar
Brumfit, C. 1996. Themes and implications. In Wright, P. (ed.) Current research into language teaching and learning in the UK 1993–95. London: Centre for Information on Language Teaching and Research (CILT). 3–8.Google Scholar
Buick, A. 1993. An approach to teaching the reading skill for academic study. Reading in a Foreign Language. 10.1.979–988. [Published 1995.]Google Scholar
Chun, D. M. and Plass, J. L.. 1996. Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal. 80.183–198.CrossRefGoogle Scholar
Constantino, R. 1995. Learning to read in a second language doesn't have to hurt: The effect of pleasure reading. Journal of Adolescent and Adult Literacy. 39.68–69.Google Scholar
Cortazzi, M. and Jin, L.. 1996. English teaching and learning in China. Language Teaching. 29.2.61–80.CrossRefGoogle Scholar
Davis, C. 1995. Extensive reading: An expensive extravagance? ELT Journal. 49.329–336.CrossRefGoogle Scholar
Dickinson, L. 1995. Autonomy and motivation: A literature review. System. 23.165–174.CrossRefGoogle Scholar
Dole, J. A., Brown, K. J. and Trathen, W.. 1996. The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly. 31.62–88.CrossRefGoogle Scholar
Dupuy, B., Tse, L. and Cook, T.. 1996. Bringing books into the classroom: First steps in turning college-level ESL students into readers. TESOL Journal. 5.4.10–15.Google Scholar
Ellis, N. 1995. Vocabulary acquisition: Psychological perspectives and pedagogical implications. Language Teacher. 19.2.12–16.Google Scholar
Eskey, D. E. 1995. Remarks made at the Research in Reading in a Second Language Colloquium, TESOL Annual Convention. Long Beach, CA, March 1995.Google Scholar
Fitzgerald, J. 1994. How literacy emerges: Foreign language implications. Language Learning Journal. 9.32–35.CrossRefGoogle Scholar
Gambrell, L. B. 1994. Forward. In Cramer, E. H. and Castle, M. (eds.) Fostering the love of reading: The affective domain in reading education. Newark, DE: International Reading Association, v–vi.Google Scholar
Graden, E. C. 1996. How language teachers' beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals. 29.387–395.CrossRefGoogle Scholar
Gradman, H. L. and Hanania, E.. 1991. Language learning background factors and ESL proficiency. The Modern Language Journal. 75.39–51.CrossRefGoogle Scholar
Green, J. M. and Oxford, R.. 1995. A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly. 29.261–297.CrossRefGoogle Scholar
Gregory, E. 1994. Cultural assumptions and early years' pedagogy: The effect of the home culture on minority children's interpretation of reading in school. Language, Culture and Curriculum. 7.111–124.CrossRefGoogle Scholar
Haastrup, K. 1989. The learner as word processor. In P. Nation and R. Carter (eds.) Vocabulary acquisition. 34–46. [AILA Review 6.]Google Scholar
Heathington, B. S. 1994. Affect versus skills: Choices for teachers. In Cramer, E. H. and Castle, M. (eds.) Fostering the love of reading: The affective domain in reading education. Newark, DE: International Reading Association. 199–208.Google Scholar
Hilder, J. and Bell, J. S.. 1997. Comments on Jill Sinclair Bell's “The relationship between LI and L2 literacy: Some complicating factors.” A reader reacts.... The author responds. TESOL Quarterly. 31.158–166.CrossRefGoogle Scholar
Hino, N. 1992. The yakudoku tradition of foreign language literacy in Japan. In Dubin, F. and Kuhlman, N. A. (eds.) Cross-cultural literacy: Global perspectives on reading and writing. Englewood Cliffs, NJ: Regents, Prentice Hall. 99–111.Google Scholar
Hood, P. 1996. Early foreign language reading competence: Some issues and evidence. Language Learning Journal. 13.16–18.CrossRefGoogle Scholar
Hulstijn, J. H., Hollander, M. and Greidanus, T.. 1996. Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal. 80.327–339.CrossRefGoogle Scholar
Hunt, L. C. Jr. 1996–1997. The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels. The Reading Teacher. 50.278–282. [First published in The Reading Teacher. 1970. 24.146–151, 158.]Google Scholar
Jacobs, G. M., Davis, C. and Renandya, W. A. (eds.) 1997. Successful,strategies for extensive reading. Singapore: SEAMEO Regional Language Centre.Google Scholar
Janzen, J. 1996. Teaching strategic reading. TESOL Journal. 6.1.6–9.Google Scholar
Kern, R. G. 1994. The role of mental translation in second language reading. Studies in Second Language Acquisition. 16.441–461.CrossRefGoogle Scholar
Kim, H. and Krashen, S.. 1997. Why don't language acquirers take advantage of the power of reading? TESOL Journal. 6.3.26–29.Google Scholar
Knutson, E. M. 1997. Reading with a purpose: Communicative reading tasks for the foreign language classroom. Foreign Language Annals. 30.49–57.CrossRefGoogle Scholar
Koda, K. 1996a. L2 word recognition research: A critical review. Modern Language Journal. 80.450–460.CrossRefGoogle Scholar
Koda, K. 1996b. Second language word recognition: Research findings and classroom applications. Paper presented at the Reading Research Colloquium, Annual TESOL Convention. Chicago, IL, March 1996.Google Scholar
Mason, B. and Krashen, S.. 1997. Extensive reading in English as a foreign language. System. 25.91–102.CrossRefGoogle Scholar
McQuillan, J. 1996. How should heritage languages be taught?: The effects of a free voluntary reading program. Foreign Language Annals. 29.56–72.CrossRefGoogle Scholar
Morrison, L. 1996. Talking about words: A study of French as a second language learners' lexical inferencing procedures. The Canadian Modern Language Review. 53.41–75.CrossRefGoogle Scholar
Nation, P. 1997. The language learning benefits of extensive reading. The Language Teacher. 21.5.13–16.Google Scholar
Ooi, D. and Kim-Seoh, J. L.. 1996. Vocabulary teaching: Looking behind the word. ELT Journal. 50.52–58.CrossRefGoogle Scholar
Paran, A. 1996. Reading in EFL: Facts and fictions. ELT Journal. 50.25–34.CrossRefGoogle Scholar
Pickard, N. 1996. Out-of-class language learning strategies. ELT Journal. 50.150–158.CrossRefGoogle Scholar
Rane-Szostak, D. and Herth, K. A.. 1995. Pleasure reading, other activities, and loneliness in later life. Journal of Adolescent and Adult Literacy. 39.100–108.Google Scholar
Raptis, H. 1997. Is second language reading vocabulary best learned by reading? The Canadian Modern Language Review. 53.566–580.CrossRefGoogle Scholar
Richards, J. C. and Rodgers, T. S.. 1986. Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.Google Scholar
Ridgway, T. 1994. Reading theory and foreign language reading comprehension. Reading in a Foreign Language. 10.2.55–76. [Published 1996.]Google Scholar
Rodrigo, V. 1995. Does a reading program work in a foreign language program? Paper presented at the Extensive Reading Colloquium, American Association of Applied Linguistics Convention. Long Beach, CA, March 1995.Google Scholar
Romney, J. C., Romney, D. M. and Menzies, H. M.. 1995. Reading for pleasure in French: A study of the reading habits and interests of French immersion children. The Canadian Modern Language Review. 51.474–511.CrossRefGoogle Scholar
Samuels, S. J. 1997. The method of repeated readings. The Reading Teacher. 50.376–381. [First published in The Reading Teacher. 1979. 32.403–408.]Google Scholar
Silberstein, S. 1987. Let's take another look at reading: Twenty-five years of reading instruction. English Teaching Forum. 25.4.28–35.Google Scholar
Silberstein, S. 1994. Techniques and resources in teaching reading. New York: Oxford University Press.Google Scholar
Stahl, N. A., Simpson, M. L. and Brozo, W. G.. 1988. The materials of college reading instruction: A critical and historical perspective from 50 years of content analysis research. Reading Research and Instruction. 27.3.16–34.CrossRefGoogle Scholar
Stoller, F. L. 1993. Developing a focused reading lab for L2 students. Reading in a Foreign Language. 10.2.33–53. [Published 1996.]Google Scholar
Sweet, A. P. and Guthrie, J. T.. 1996. How children's motivations relate to literacy development and instruction. The Reading Teacher. 49.660–662.Google Scholar
Tsang, W-K. 1996. Comparing the effects of reading and writing on writing performance. Applied Linguistics. 17.210–233.CrossRefGoogle Scholar
Williams, E. and Moran, C.. 1989. Reading in a foreign language at intermediate and advanced levels with particular reference to English. Language Teaching. 22.4.217–228.CrossRefGoogle Scholar
Zimmerman, C. B. 1997. Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly. 31.121–140.CrossRefGoogle Scholar