Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction.
Based on original research and including descriptions of classroom practices and samples of student work, the book provides insights on a range of topics relevant to L2 notetaking. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies.
This book will be of great interest for teachers, academics, scholars, and postgraduate students in the fields of applied linguistics, L2 and foreign language education. It will also be a useful resource for those in charge of teacher education and postgraduate TESOL, L1, and L2 listening researchers and psycholinguists.
Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction.
List of figures
viii
List of tables
x
Preface
xi
List of abbreviations
xiii
1 Notetaking: The gateway academic skill
1
(24)
2 Previous research on notetaking in LI and L2 contexts
25
(26)
3 Notetaking from the L2 student perspective
51
(36)
4 Principles for evaluating L2 notetaking textbooks
87
(21)
5 Pedagogic approaches for L2 notetaking
108
(21)
6 Embracing dialogic potential of notes: A new line of sociocultural engagement
129
(17)
7 Assessing note quality
146
(14)
8 Key insights from classroom research and final thoughts
160
(11)
Index
171
Joseph Siegel is an Associate Professor of English at Stockholm University and Örebro University, Sweden. He teaches TESOL methodology, linguistics, and applied linguistic research methods courses. Among his research interests are second language listening pedagogy, notetaking, pragmatics, and teacher education.
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