Teaching Extensive Reading in Another Language

I.S.P. Nation, Rob Waring

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English

Routledge
03 December 2019

Bilingualism & multilingualism; Applied linguistics for ELT; Teaching of a specific subject

Series: ESL & Applied Linguistics Professional Series

This comprehensive book by renowned scholars Paul Nation and Rob Waring accessibly covers all aspects of extensive reading in second and foreign language contexts. The book serves as a major update to the field on the topic, with current research findings on extensive reading as they relate to motivation, reading fluency, and vocabulary learning, among other topics.

Clear and straightforward, it includes case studies, strategies, and methods for implementing and assessing effective extensive reading in the classroom and provides resources and tools for preservice teachers of ESL/EFL and foreign languages.

Suitable for programs in TESOL and Applied Linguistics with courses in L2 reading, reading instruction, TESOL methods, and foreign language reading or teaching, it will appeal to students and preservice teachers as well as English language teaching professionals and EFL/ESL teachers.

By: I.S.P. Nation, Rob Waring
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm,
Weight: 320g
ISBN: 9780367408251
ISBN 10: 0367408252
Series: ESL & Applied Linguistics Professional Series
Pages: 200
Publication Date: 03 December 2019
Audience: ELT/ESL , College/higher education , ELT Intermediate , Further / Higher Education
Format: Paperback
Publisher's Status: Active

Paul Nation is Professor Emeritus in Applied Linguistics at Victoria University of Wellington, New Zealand. Rob Waring is Professor at Notre Dame Seishin University in Okayama, Japan.

Reviews for Teaching Extensive Reading in Another Language

Teaching Extensive Reading in Another Language is an invaluable addition to ER literature. While making readers aware of the complementary relationship between vocabulary learning from ER and deliberate vocabulary learning, the authors assert that ER is possibly the best remedy to problematic L2 curricula. Such a claim is assuredly justified by research and empirical findings. This book also makes ER accessible to practitioners by providing examples of ER practice, while simultaneously encouraging researchers to advance ER research by outlining methodological pitfalls. This volume can, therefore, be considered as a source of inspiration for existing and future ER proponents. -Mitsue Tabata-Sandom, Reading in a Foreign Language 32(1)