الفهرس الالي لمكتبة كلية اللغات الاجنبية

Titre :	Interactive approaches to second language reading
Type de document :	texte imprimé
Auteurs :	Patricia L. Carrell (1940-....), Editeur scientifique ; Joanne Devine, Editeur scientifique ; David Eskey, Editeur scientifique
Editeur :	Cambridge : Cambridge University Press
Année de publication :	1998
Collection :	Cambridge applied linguistics series
Importance :	289 p.
Format :	23 cm
ISBN/ISSN/EAN :	978-0-521-35874-3
Langues :	Anglais (eng)
Résumé :	This text presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective. The paperback edition presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective. The book supports the view that reading in a second language involves more than decoding; instead, reading is seen as an interactive process whereby the learner's own background and knowledge contribute to understanding reading material. These articles are written by experts in the reading field, who present process models and discuss classroom applications. The book examines traditional approaches that focus on text and decoding skills, as well as more contemporary theories that consider the reader's base knowledge.

Interactive approaches to second language reading [texte imprimé] / Patricia L. Carrell (1940-....), Editeur scientifique ; Joanne Devine, Editeur scientifique ; David Eskey, Editeur scientifique . - Cambridge : Cambridge University Press, 1998 . - 289 p. ; 23 cm. - (Cambridge applied linguistics series) .
ISBN : 978-0-521-35874-3
Langues : Anglais (eng)

Résumé :

This text presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective. The paperback edition presents up-to-date theory, research, and classroom applications in second language reading from an interactive perspective. The book supports the view that reading in a second language involves more than decoding; instead, reading is seen as an interactive process whereby the learner's own background and knowledge contribute to understanding reading material. These articles are written by experts in the reading field, who present process models and discuss classroom applications. The book examines traditional approaches that focus on text and decoding skills, as well as more contemporary theories that consider the reader's base knowledge.