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Reading in a Second Language sets the testing and teaching of reading against a theoretical background, discussing research from both applied linguistics and cognitive psychology. Where possible, it focuses on research into second language readers and distinguishes different kinds of reading, particularly expeditious as opposed to careful reading, and emphasizes the validity of each.Sandy Urquhart and Cyril Weir relate testing and teaching, discussing similarities and differences, providing a comprehensive survey of both methods with the emphasis on those which have been substantiated or supported by research evidence. Finally, the book proposes specific research topics, and detailed advice on how to construct tests of language for academic purposes and suggestions for further research.
Sommario
PART 1
1. Introduction
2. Preliminaries: What is Reading?PART 2: THE THEORY OF READING
2.1 Models
2.2 Components in Detail
2.3 Comprehension, Skills, Strategies and Styles
2.4 Different Kinds of Reading
PART 3: TESTING READING COMPREHENSION (S)
3.1 Introduction: The Limits of Testing
3.2 Task Based Factors
3.3 Text Based Factors
3.4 Test Formats
3.5 Conclusions
PART 4: THE TEACHING OF READING
4.1 Teaching and Testing?
4.2 Focus on Metacognitive Strategies
4.3 Focus on Cognitive Strategies and Skills
4.4 What Should Happen in the Reading Classroom?
PART 5: FUTURE RESEARCH
5.1 Models and Different Types of Reading
5.2 Reading and the Teaching of Grammar
5.3 The Use of Tests to Investigate Componentiality in Reading Research
Info autore
A.H. Urquhart, Cyril J. Weir
Riassunto
This text aims to synthesize the state of research with regard to the teaching and testing of reading in a second language. It examines the psychology of reading, models of the reading process and various theories, and discusses the development of reading tests and teaching practice.
