This collection makes the case for exploring individual differences (IDs) in foreign language reading, arguing for a shift from a universalist view to consider new ID-focused theories and methodologies.
This collection makes the case for exploring individual differences (IDs) in foreign language reading, arguing for a shift from a universalist view to consider new ID-focused theories and methodologies.
The volume demonstrates the need to recognize individual variations, such as lexical knowledge, and working memory capacity, and the diverse cognitive and linguistic profiles of learners in the study of reading, particularly in mixed-ability learning environments. Chapters explore variability among learners and their impact on reading dynamics, acquisition, and instructional effectiveness. Seeking to bridge theory and practice, the collection empowers stakeholders with a better understanding of the theoretical foundations of the intersection of ID research and reading practices toward effective practical implementation in the classroom.
This book will appeal to students and scholars in applied linguistics, second language learning, second language acquisition, and language education, particularly those with an interest in reading studies and research methods.
Chapter
1. Introduction: Theories and Methodologies of Individual
Differences in Reading Jing Zhou and Mark Feng Teng,
Chapter
2. Gender and
Socioeconomic Status in Reading Guofang Li and Fubiao Zhen,
Chapter
3.
Corpus-based Models of Reading Input, Individual Differences and L2
Vocabulary Learning Clarence Green and Maggie Jiayi Mai,
Chapter
4. Exploring
cognitive-linguistic individual differences in L2 collocation learning from
reading Jookyoung Jung,
Chapter
5. Applying and Evaluating the Simple View of
Reading Model for L2 Reading Richard L. Sparks and Philip S. Dale,
Chapter
6.
Vocabulary knowledge and L2 Reading Xian Zhang,
Chapter
7. Metacognition in
EFL Reading Mark Feng Teng,
Chapter
8. The Effect of Individual Differences
in Extensive Reading Thomas N. Robb,
Chapter
9. Hybrid Mixed Methods
Exploration of L2 Reading Gains and Affective Shifts in Extensive Reading
Research Mitsue Tabata-Sandom,
Chapter
10. Conversation Analysis and L2
Reading Motivation Eunseok Ro,
Chapter
11. Motivation and Extensive Reading
Jing Zhou,
Chapter
12. Future Directions for Theories and Methodologies of
Individual Differences in Reading Mark Feng Teng and Jing Zhou, Index
Mark Feng Teng is Associate Professor of Applied Linguistics at Macao Polytechnic University, Macau SAR, China. His research focuses primarily on vocabulary and reading. He serves as Editor-in-Chief of the International Journal of TESOL Studies and Digital Applied Linguistics, and as Co- Editor of Reading in a Foreign Language.
Jing Zhou is Tenure-Track Assistant Professor at the Defense Language Institute Foreign Language Center, Monterey, CA, USA. She specializes in second language reading, extensive reading, and teaching Chinese and English as foreign languages. She currently serves as Co-Editor of Reading in a Foreign Language.
