Reading in a Foreign Language
Bibliographic Data
| ID | 10817778 |
|---|---|
| Authors | Andrew D Cohen (0000-0002-5135-3741, Hebrew University of Jerusalem), Alexander Urquhart (Hebrew University of Jerusalem) |
| Year | 1986 |
| Volume | 20 |
| Issue | 4 |
| Pages | 747 |
| Publication date | 1986-12-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | Reading in a foreign language, A H Urquhart, 1984 |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586523 |
| OpenAlex | W2019679004 |
| Language | EN |
| Citations received | 1 |
0 All those who teach reading, teach about the teaching of reading, or conduct research on reading will welcome the Alderson and Urquhart volume, with its emphasis on relevant research evidence (p. xxvii). The book is wide-ranging in its coverage and stimulates thought in all the areas that it covers. Both the preface by Candlin and the editors' joint article, What Is Reading? provide a most provocative introduction to the book. Candlin describes the importance of viewing the reading process in terms of the reader, the text, and the interaction of the two-as the reader negotiates for meaning. He stresses the need for both largescale quantitative research as well as for more qualitative and exploratory case studies. In their introductory article, the editors raise a number of important issues, such as the distinction between L1 and L2 reading, the view of reading as a series of separate subskills, and the nature of reading as process and product, issues which are later addressed by other authors. The volume addresses the shared aspects of L1 and L2 reading, with one third of the book (chapters 2-5, 13) directly addressing only Li reading but clearly speaking to L2 reading as well. From the outset, researchers are challenged to validate or refute timehonored models of reading comprehension. The editors note, for example, that researchers have failed to prove that reading comprehension questions intended to probe different subskills actually tap these subskills. And throughout the volume, the reader is invited to consider not just the product of reading comprehension, but the process as well. The editors suggest that the first five chapters deal mainly with the reader, the next five with the text, and the last four with the
Foreign language · Linguistics · Reading (process) · Lexicography and Language Studies · Linguistics, Language Diversity, and Identity · Philosophy · Psychology · Second Language Acquisition and Learning
Research in Teaching Vocabulary
What are the characteristics of good Chinese second language readers? Evidence from eye movements
Using selected behaviour modification practices to enhance reinforcement of reading abilities among dyslexic learners in Kenya
Examining the Roles of Aptitude, Motivation, Strategy Use, Language Processing Experience, and Gender in the Development of the Breadth and Depth of EFL Learners' Vocabulary Knowledge
The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension
Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia
Influence of Narrow Reading and Narrow Reading Plus Morphological Awareness Training on Vocabulary Development
Multimodal Instruction and Mentor-Tutoring in an Intensive English Program
Vocabulary and Reading Comprehension Revisited
Word Instruction Techniques in Saudi EFL Classrooms
The Effects of Post-Encoding Emotion on Second Language Vocabulary Learning
Influence of Native Language Vocabulary and Topic Knowledge on Foreign Language Vocabulary Learning in Health Care Providers
A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall
Effecting Change in Teachers' Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching
A Partial Least Squares Structural Equation Modeling Exploration of EFL Learners’ Perceptions of What Contributes to the Readability of Model Paragraphs
The Effect of Nationality, Gender, and GPA on the Use of Reading Strategies Among EFL University Students
Reading Strategies and Reading Achievement in Middle School
The Interrelationships Between Young English-as-a-Foreign-Language (EFL) Learners’ Perceived Value in Reading Storybooks, Reading Self-efficacy, and Proficiency
A Study of Chinese Undergraduate Students’ English Language Speaking Anxiety, Expectancy-Value Beliefs and Spoken English Proficiency
Nontransparent Compound Character Learning in L2 Chinese
Lexical Profile of Academic Written English Revisited
Attitude Toward Reading
Lexical Demands and Features of English Textbooks for Vietnamese 10th Graders
Invariant (or Not) Reading Strategies Between Languages and Genders
The Development and Validation of a Lemma-Based Yes/No Vocabulary Size Test
Linguistic Complexity Analysis
Vocabulary Demands of the IELTS Listening Test
English Foreign Language Reading Anxiety and Reading Strategies
A Research-Based Evidence of the Effect of Graphic Organizers on the Understanding of Prose Fiction in ESL Classroom
An Analysis of the Cognitive Demands of Senior High School English as a Foreign Language Textbooks in China
Do textbooks support incidental vocabulary learning? – a corpus-based study of Swedish intermediate EFL materials
EFL textbooks for young learners
A Chinese Learner and Her Self-Regulated Learning
Using Repertory Grids as a Tool for Mixed Methods Research
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
Advantages of Bilinguals Over Monolinguals in Learning a Third Language
Dominant Language Constellations
Second language education context and home language effect
Social pathways of traditional fairy tale heroines
Teaching intercultural awareness in the English as a foreign language classroom
Learning vocabulary through listening
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs
The relationship between reading skills in early English as a foreign language and Hungarian as a first language
Exploring variation in reading comprehension among young adult Spanish–English bilinguals
The effects of emotional context and exposure frequency on L2 contextual word learning
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
Using Talanoa to develop bilingual word lists of technical vocabulary in the trades
Learning strategies in CLIL classrooms
Towards new standards in foreign language assessment
Exploring bilingual adolescents’ translanguaging strategies during online reading
Second language reading and self-efficacy in bilingual and musical instruction. A study of reading ability
‘Who would have thought that I’d ever know that!’
Songs vs. stories
Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong
Validation of a bilingual version of the vocabulary size test
Using an ocean culture course to improve students’ marine life concepts and learning interest / Aplicación de un curso de cultura oceánica para mejorar los conocimientos de los estudiantes y su interés por el aprendizaje sobre el ecosistema marino
‘The Genome Is the Brain of the Cell!’ How Japanese English Learners Mediate Understanding of Academic Content through Metaphor
Developing reading in a first-year academic literacy course
Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda
Congruence between Teachers’ Spoken Discourse and Students’ Vocabulary Levels
Translanguaging as a vehicle for L2 acquisition and L1 development
Indian and Bangladeshi Perspectives
“Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning
‘Write it down and then what?’
Awareness development for online reading
‘It's vocabulary’/‘it's gender’
Scaffolds for reading in French
Second language reading and recall processes under different reading purposes
The role of morphological awareness in the incidental learning of Chinese characters among CSL learners
The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development
‘Am I aware of my roles as a learner?’ the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners
The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness
Patient adherence and response time in electronic patient-reported outcomes
Leisure reading in a second language
Analysing foreign language instructional materials through the lens of the multiliteracies framework
Heritage language proficiency in relation to attitudes, motivation, and age at immigration
Storing simple stories
Exploring EFL literature approaches in Dutch secondary education
Language Learning, Heritage, and Literacy in the USA
Study arts
Reading in a second or foreign language
Reading and writing difficulties in bilingual learners
The notion of the native speaker1
Why do first-year students of German lose motivation during their first year at university
Verification of the effectiveness of vocabulary learning strategies using Russian word formation based on empirical research
Audio-visual input for learning L2 vocabulary and grammatical constructions
Secondary task type, exposure frequency, and their combined effects on second language vocabulary learning through reading
Which words do English non-native speakers know? New supernational levels based on yes/no decision
The role of orthotactic probability in incidental and intentional vocabulary acquisition L1 and L2
The rediscovery of vocabulary
A further note on simulating word association behaviour in a second language
Improving Arabic reading ability and acquiring ICTs skills of a newly-literate adult learner
What does test bias have to do with fairness
Applying unidimensional and multidimensional item response theory models in testlet-based reading assessment
Fitting the mixed Rasch model to a reading comprehension test
Field independence
Diagnostic assessment of reading and listening in a second or foreign language
The notion of subskills in reading comprehension tests
Method effects on reading comprehension test performance
National reading tests in Denmark, Norway, and Sweden
| Highly cited | No |
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