Reading in a Second Language

Moving from Theory to Practice

Nonfiction, Reference & Language, Study Aids, ESL, Foreign Languages
Cover of the book Reading in a Second Language by William Grabe, Cambridge University Press
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Author: William Grabe ISBN: 9780511849428
Publisher: Cambridge University Press Publication: December 15, 2008
Imprint: Cambridge University Press Language: English
Author: William Grabe
ISBN: 9780511849428
Publisher: Cambridge University Press
Publication: December 15, 2008
Imprint: Cambridge University Press
Language: English
This volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
This volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.

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