The major purpose of this book is to bring together ongoing theoretical research in English for special academic purposes (ESAP) and the concrete reality of the reading classroom. The volume seeks to offer pedagogically minded insights into the current research on the process of reading in ESAP settings, and to provide the actual teaching scenarios complete with teaching suggestions and authentic materials for L2 learners of intermediate level who need to develop their reading skills in order to be able to read academic and research texts. In bridging theory with practical pedagogy, the first part of the volume offers a detailed look at the theoretical background in presenting reading and other literacy skills as intertwined in second language acquisition (SLA). Highlights include aspects of the roles of ESAP teacher and learner – with a focus on motivation and needs analysis – and of the complex issue of the lexicogrammar threshold. Further, in the light of current research on genres pedagogy, both implications for teaching reading Research Articles and Abstracts are considered, as well as the modalities for outlining learning objectives and for evaluating students’ progress. Additionally, the question of autonomy in SLA is addressed. The book is grounded in a belief in the teachers’ abilities to translate research into context-sensitive instructional practice. The second part of the book has been designed specifically for students of Psychology at Italian Universities, and adopts a learner-based approach suitable for both classroom use and self-study. Among the variety of instructional scenarios, aspects of reading and genre-based instruction have been selected that were most applicable to the predictable teaching/learning situation. The learning itineraries are designed to help students to become aware of their current reading strategies and to develop them through a variety of problem-solving task-based activities. The materials are authentic and relevant to the students’ interests. The focus is on the Research Articles, the pivotal genre in the scientific discourse community. This part of the volume is divided into three modules. The flexibility of modular planning makes it possible for the teacher to start with the module which is most suitable for the students’ level and the course length. The first module contains a nearly complete RA in order to offer the students a global perspective of the genre-text with which they have to become familiar. The main features of the RA are highlighted and communicative strategies are suggested. The second module focuses on the RA abstracts and the third gives a selection of a variety of RAs so as to present different types of research domains and lexical choices. Within each module the aims of the tasks are always explained and the activities are graded. There are clearly labelled sections (language notes, word study, suggested procedure for summary writing, etc.), which allow the learners to select the appropriate areas for their needs. Introductory notes for students and an answer key for the exercises are provided.

Reading Psychology English. Coping with Research Articles

ABBAMONTE, Lucia
2002

Abstract

The major purpose of this book is to bring together ongoing theoretical research in English for special academic purposes (ESAP) and the concrete reality of the reading classroom. The volume seeks to offer pedagogically minded insights into the current research on the process of reading in ESAP settings, and to provide the actual teaching scenarios complete with teaching suggestions and authentic materials for L2 learners of intermediate level who need to develop their reading skills in order to be able to read academic and research texts. In bridging theory with practical pedagogy, the first part of the volume offers a detailed look at the theoretical background in presenting reading and other literacy skills as intertwined in second language acquisition (SLA). Highlights include aspects of the roles of ESAP teacher and learner – with a focus on motivation and needs analysis – and of the complex issue of the lexicogrammar threshold. Further, in the light of current research on genres pedagogy, both implications for teaching reading Research Articles and Abstracts are considered, as well as the modalities for outlining learning objectives and for evaluating students’ progress. Additionally, the question of autonomy in SLA is addressed. The book is grounded in a belief in the teachers’ abilities to translate research into context-sensitive instructional practice. The second part of the book has been designed specifically for students of Psychology at Italian Universities, and adopts a learner-based approach suitable for both classroom use and self-study. Among the variety of instructional scenarios, aspects of reading and genre-based instruction have been selected that were most applicable to the predictable teaching/learning situation. The learning itineraries are designed to help students to become aware of their current reading strategies and to develop them through a variety of problem-solving task-based activities. The materials are authentic and relevant to the students’ interests. The focus is on the Research Articles, the pivotal genre in the scientific discourse community. This part of the volume is divided into three modules. The flexibility of modular planning makes it possible for the teacher to start with the module which is most suitable for the students’ level and the course length. The first module contains a nearly complete RA in order to offer the students a global perspective of the genre-text with which they have to become familiar. The main features of the RA are highlighted and communicative strategies are suggested. The second module focuses on the RA abstracts and the third gives a selection of a variety of RAs so as to present different types of research domains and lexical choices. Within each module the aims of the tasks are always explained and the activities are graded. There are clearly labelled sections (language notes, word study, suggested procedure for summary writing, etc.), which allow the learners to select the appropriate areas for their needs. Introductory notes for students and an answer key for the exercises are provided.
2002
978-88-495-0460-6
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11591/160939
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