Volume 14, No. 2

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https://hdl.handle.net/10125/68048

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Now showing 1 - 9 of 9
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    From the Editors
    (University of Hawaii National Foreign Language Resource Center, 2002-10) RFL Staff
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    Teaching and Researching Reading by William Grabe and Fredericka L. Stoller
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Hood, Philip
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    English L2 Reading: Getting to the Bottom by Barbara Birch
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Brown, Steven
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    English L2 Reading: Getting to the Bottom by Barbara Birch
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Tindale, Jen
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    Extensive Reading in the Asian Context -- An Alternative View
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Robb, Tom
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    Top Ten Principles for Teaching Extensive Reading: A Response
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Prowse, Philip
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    Top Ten Principles for Teaching Extensive Reading
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Day, Richard ; Bamford, Julian
    This article puts forward ten principles for an extensive reading approach to teaching reading. They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach reading.
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    Chinese L1 Schoolchildren Reading in English: The Effects of Rhetorical Patterns
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Sharp, Alastair
    Reading comprehension can be seen as a process dependent on the interaction of 'top-down' and 'bottom-up' processes. An important, but neglected, feature of this process concerns the effects of rhetorical organization. This article describes an experiment in which four rhetorically different texts, with identical subject matter, were read by 490 Hong Kong Chinese school children (mean age 14.1), studying in English (their L2). Comprehension was measured by a cloze procedure and by recall protocols. One way ANOVA was used to investigate the effects of different texts on the test scores. The results showed a clear difference in comprehension between the text types and suggest that pedagogical support to increase awareness of rhetorical patterns would be beneficial.
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    Redefining Motivation to Read in a Foreign Language
    (University of Hawaii National Foreign Language Resource Center, 2002-10) Mori, Setsuko
    Contrasted with an abundance of literature on motivation to communicate or interact in a second language, little work can be found on reading motivation in a second/foreign language. Hypothesizing that motivation to communicate may be different from motivation to read, the present study attempts to investigate foreign language reading motivation. The data for this study was obtained from an original questionnaire, which largely drew upon Wigfield and Guthrie's (1995, 1997) theory of reading motivation in L1. The results of a statistical analysis suggest that motivation to read in English may be divided into four sub-components, namely Intrinsic Value of Reading in English, Attainment Value of Reading in English, Extrinsic Utility Value of Reading in English, and Expectancy for Success in Reading in English.