Jung Second Language Reading Research and Practice

A Task-Based Approach
1. Auflage 2025
ISBN: 978-981-966287-6
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 160 Seiten

Reihe: English Language Education

This book offers a concise and comprehensive review of theories and practical guidelines on how to adopt a task-based approach to second language (L2) reading instruction. The various chapters within and across the book bridge the boundaries between L2 reading research and classroom practices. Each chapter provides concrete teaching suggestions based on the theories and research findings on task-based L2 reading. This book offers step-by-step guidelines on how to implement task-based L2 reading instruction, such as needs analysis, task design, text development, task management, and task-based reading assessment. In so doing, this book helps readers increase their awareness of the symbiotic relationship between L2 reading research and instruction, which helps overcome the discrepancies between theoretical and pedagogical approaches.

This book serves as a useful resource for researchers who aim to employ a task-based approach to L2 reading, undergraduate or postgraduate students who need to acquire basic knowledge on fundamental theories of L2 reading and the task-based approach, and in- or pre-service teachers who want to improve their teaching skills based on a robust understanding of relevant theories and research findings on task-based L2 reading. 

Zielgruppe

Research

Autoren/Hrsg.

Jung, Jookyoung

Inhaltsverzeichnis

Preface.- Chapter 1. Reading in a second language.- Chapter 2. Task-based reading.- Chapter 3. Designing L2 reading tasks.- Chapter 4. Technology-mediated L2 reading tasks.- Chapter 5. Developing L2 reading materials.- Chapter 6. Implementing L2 reading tasks.- Chapter 7. Assessing task-based L2 reading.- Glossaries.

Über Autor(innen)

Jookyoung Jung is an Assistant Professor in the Department of English at the Chinese University of Hong Kong. She obtained her Ph.D. in applied linguistics at the University College London in 2017, and her doctoral research project was funded by a Language Learning dissertation grant and The International Research Foundation for English Language Education doctoral dissertation grant. Her research interests include task-based language teaching, second language reading and writing processes, technology-mediated language learning, and the role of individual differences in second language acquisition. Her research has been published in journals such as International Journal of Applied Linguistics (ITL), International Review of Applied Linguistics in Language Teaching (IRAL), System, Language Awareness, Language Teaching Research, Language Learning and Technology, and Studies in Second Language Acquisition.