CATHERINE WALTER
Biographic Data
| ID | 5999663 |
|---|---|
| NAME | CATHERINE WALTER |
| GIVEN NAMES | CATHERINE |
| FAMILY NAME | WALTER |
| SIGNATURE | WALTER C |
| AFFILIATIONS | University of London |
| ORCID | 0000-0002-7688-1698 |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
Learning Transitions in Higher Education
A systematic review of Call in English as a second language
After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in th…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Celebrating Tom's century – 100 issues of English Today
On the occasion of the 100th issue of English Today , scholars from around the world were invited to send their thoughts. Excerpts from messages received up to September 6th, 2009 are presented here
Phonology in Second Language Reading
In examining reading comprehension in a second language (L2), I have demonstrated that the prevailing metaphor of transfer of skills is misleading, and that what happens is access to an already existing general cognitive skill. There is evidence in first language (L1) and in L2 that accessing this skill when reading in an alphabetic language involves efficient use of verbal working memory (VWM). This article reports a study of a component of VWM,…
First‐ to second‐language reading comprehension
The ‘transfer’ of reading comprehension skills from a first language (L1) to a second language (L2) has long been discussed in the literature. This study challenges the transfer metaphor, proposing instead a notion of access. Studies based on Gernsbacher's Structure Building Framework (SBF) show that reading comprehension draws on general, amodal cognitive processes. It follows that L1‐literate learners of an L2 already have comprehension skills:…
"Comments on R. Ellis's "Current Issues in the Teaching of Grammar
First‐ to second‐language reading comprehension
The ‘transfer’ of reading comprehension skills from a first language (L1) to a second language (L2) has long been discussed in the literature. This study challenges the transfer metaphor, proposing instead a notion of access. Studies based on Gernsbacher's Structure Building Framework (SBF) show that reading comprehension draws on general, amodal cognitive processes. It follows that L1‐literate learners of an L2 already have comprehension skills:…
Phonology in Second Language Reading
In examining reading comprehension in a second language (L2), I have demonstrated that the prevailing metaphor of transfer of skills is misleading, and that what happens is access to an already existing general cognitive skill. There is evidence in first language (L1) and in L2 that accessing this skill when reading in an alphabetic language involves efficient use of verbal working memory (VWM). This article reports a study of a component of VWM,…
"Comments on R. Ellis's "Current Issues in the Teaching of Grammar
First‐ to second‐language reading comprehension
The ‘transfer’ of reading comprehension skills from a first language (L1) to a second language (L2) has long been discussed in the literature. This study challenges the transfer metaphor, proposing instead a notion of access. Studies based on Gernsbacher's Structure Building Framework (SBF) show that reading comprehension draws on general, amodal cognitive processes. It follows that L1‐literate learners of an L2 already have comprehension skills:…
Phonology in Second Language Reading
In examining reading comprehension in a second language (L2), I have demonstrated that the prevailing metaphor of transfer of skills is misleading, and that what happens is access to an already existing general cognitive skill. There is evidence in first language (L1) and in L2 that accessing this skill when reading in an alphabetic language involves efficient use of verbal working memory (VWM). This article reports a study of a component of VWM,…
Celebrating Tom's century – 100 issues of English Today
On the occasion of the 100th issue of English Today , scholars from around the world were invited to send their thoughts. Excerpts from messages received up to September 6th, 2009 are presented here
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
A systematic review of Call in English as a second language
After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in th…
Learning Transitions in Higher Education
Psychology (4 works) · Linguistics (3 works) · Sociology (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Comprehension (2 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · History (2 works) · Mathematics education (2 works)