Language Teaching: Reading

Paperback | July 1, 1992

byCatherine WallaceEditorC. N. Candlin, H. G. Widdowson

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This book places reading firmly in its social context, discussing what it means to be a reader in the modern world. It contains many innovative ideas on how to approach reading in the language classroom, and presents a variety of text-related exercises and activities. The final section invitesteachers to explore the attitudes of their own learners as readers, and to design reading activities for them.

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This book places reading firmly in its social context, discussing what it means to be a reader in the modern world. It contains many innovative ideas on how to approach reading in the language classroom, and presents a variety of text-related exercises and activities. The final section invitesteachers to explore the attitudes of their ...

Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna.

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Format:PaperbackDimensions:172 pages, 9.65 × 6.89 × 0.39 inPublished:July 1, 1992Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194371301

ISBN - 13:9780194371308

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Table of Contents

The author and series editorsIntroductionSection One: Explanation - The nature of reading1. Reading and readers1.1 What reading means1.2 What being a reader means1.3 Reading purpose2. Written language: text and discourse2.1 Reading and text2.2 Reading and discourse3. Reading and social role3.1 Reading communities3.2 Literacy events3.3 Literacy or literacies?4. Reading and social context4.1 The immediate context of situation4.2 The institutional context4.3 The wider social context5. Reading and social meaning5.1 Genre5.2 Schemas6. The reading process6.1 Reading as a psycholinguistic process6.2 Reading as a unitary and selective process6.3 Sociolinguistic factors in the reading process6.4 The interaction between reader and writer6.5 Submissive and resistant readers6.6 Intertextuality6.7 ConclusionSection Two: Demonstration - Teaching approaches and materials7. Early reading: teaching and learning7.1 Getting started7.2 Different views of the learning to read process7.3 A skills approach to learning to read7.4 Reading strategies7.5 What do skills and strategies approaches look like?7.6 Links with later reading strategies8. The learning context: roles and purposes of second language learners8.1 The social roles and context of learning of the second language learner8.2 Reading for specific purposes8.3 Reading for general purposes8.4 Reading for pleasure in the second language9. The role of the text in the second language classroom9.1 Criteria for selecting material9.2 Simple versus authentic texts9.3 Assessing text difficulty9.4 Simple and simplified texts9.5 The notion of authenticity10. Classroom reading procedures10.1 Access to the context of situation10.2 Access to content11. Texts and classroom procedures for critical reading11.1 Critical approaches to text selection11.2 Heightening learners' awareness of their strategies and roles as readers11.3 A critical reading procedure11.4 ConclusionSection Three: Exploring reading12. Investigating reading in your own classroom12.1 Focus on the reader12.2 Focus on the text12.3 Focus on classroom reading proceduresbr /GlossaryFurther readingBibliographyIndex