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E-raamat: Conducting Second-Language Reading Research: A Methodological Guide [Taylor & Francis e-raamat]

, (Stanford University, USA)
  • Formaat: 140 pages, 7 Tables, black and white; 27 Line drawings, black and white; 3 Halftones, black and white; 30 Illustrations, black and white
  • Sari: Second Language Acquisition Research Series
  • Ilmumisaeg: 25-May-2022
  • Kirjastus: Routledge
  • ISBN-13: 9781003155133
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  • Taylor & Francis e-raamat
  • Hind: 161,57 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 230,81 €
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Conducting Second-Language Reading Research: A Methodological GuideSuurem pilt
  • Formaat: 140 pages, 7 Tables, black and white; 27 Line drawings, black and white; 3 Halftones, black and white; 30 Illustrations, black and white
  • Sari: Second Language Acquisition Research Series
  • Ilmumisaeg: 25-May-2022
  • Kirjastus: Routledge
  • ISBN-13: 9781003155133
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781003155133
This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area.

Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis.

With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.
Preface vii
Acknowledgments xix
1 The Ethos of Second-Language Reading Research
1(23)
Historical Roots
2(5)
Influential Currents in Education in the United States of America
7(3)
The Development of L2 Reading Theory
10(1)
Early Stages
10(4)
The L1--L2 Relationship
14(3)
The Relationship to Second-Language Acquisition Theory
17(2)
Conclusion
19(5)
2 Preparing to Ask and Asking Questions in Second-Language Reading Research
24(27)
Preparing to Ask Questions
26(3)
Constructing the Literature Review
29(5)
Some Specific Studies and Their Literature Reviews
34(3)
Asking Research Questions
37(3)
A Retrospective on L2 Reading Research Questions
40(6)
Conclusion
46(5)
3 Analyzing Populations and Text for Research Purposes
51(24)
Gauging First-Language Literacy
52(4)
Assessing Second-Language Knowledge
56(4)
Vocabulary Knowledge
60(2)
Determining Intrareader Variables
62(3)
Considering Materials for Reading Research
65(4)
Conclusion
69(6)
4 Data Collection
75(25)
Devising Indicators of Comprehension
77(1)
Comprehension Questions
77(4)
Text Type and Difficulty Level
81(2)
Developing Scoring Schemes
83(5)
Configuring Longer Texts for Data Collection
88(2)
A Research Protocol for Data Collection
90(2)
Devising Indicators of Comprehension Processes
92(4)
Conclusion
96(4)
5 Perennial Concerns in Second-Language Reading Research
100(16)
Some Specific Dilemmas
103(1)
The Availability of a Limited Number of Subjects
103(2)
Strategies for Choosing Instrumentation
105(1)
Validating and Confirming the Findings From a Study
106(1)
Confronting Limited Time and Resources for Data Collection
106(2)
Getting Publications Into Print
108(1)
Looking Forward to Future Research
109(4)
Conclusion
113(3)
6 Conclusion: The Research Report and Beyond
116(10)
Reading the Research Report
117(1)
Writing the Research Report
118(5)
Ethics and Equity
123(1)
The Purpose of Research
123(3)
Conclusion: Courage 126(2)
Appendix: The Development of the Database 128(5)
Index 133
Elizabeth B. Bernhardt is Professor and Director of the Language Center at Stanford University. Her book Reading Development in a Second Language (1991) earned awards from the Modern Language Association and from the National Reading Conference as an outstanding contribution to literacy research. She is also the author of Understanding Advanced Second-Language Reading (2011) from Routledge.

Michael L. Kamil is Professor Emeritus at Stanford University. He is an editor of each of the four volumes of the Handbook of Reading Research (1984, 1991, 2000, 2011), was an editor of Reading Research Quarterly (19911995), and was a member of the National Reading Panel and the National Literacy Panel. He was given the Oscar Causey Award for outstanding contributions to reading research.
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