Reading Strategies for the Business Foreign Language Class
Bibliographic Data
| ID | 8937536 |
|---|---|
| Authors | Barbara Lomas Rusterholz (University of Wisconsin–La Crosse, corresponding author) |
| Year | 1987 |
| Volume | 20 |
| Issue | 5 |
| Pages | 427-433 |
| Publication date | 1987-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1987.tb03260.x |
| OpenAlex | W2134169947 |
| Language | EN |
| References cited | 9 |
ABSTRECT Explicit instruction in reading comprehension has not been an important element of the Business Foreign Language course. This paper argues that teaching students how to read newspapers and magazines in the target language can prepare them to make an important contribution to their future employers. Current principles of reading pedagogy are examined, including pre‐reading activities, schema theory, the importance of background knowledge, and post‐reading activities. Concrete examples are provided of how those ideas can be applied in the Business Foreign Language classroom
Class (philosophy · Comprehension · Extensive reading · Foreign language · Linguistics · Mathematics education · Media studies · Newspaper · Pedagogy · Programming language · Reading (process · Reading comprehension · Schema (genetic algorithms · Sociology · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning
The Natural Approach
Effects on Reading Comprehension of Language Complexity and Cultural Background of a Text
A Direction for Contrastive Analysis
Effects on Reading Comprehension of Building Background Knowledge
Applying Schema Theory to Foreign Language Reading
Second Language Reading Research
The Effect Of Background Knowledge On The Reading Comprehension Of Second Language Learners
Practical Implications of Recent Research in Reading
| Citation velocity | historical |
|---|---|
| Highly cited | No |