Cover -- Title -- Copyright -- Dedication -- Contents -- Acknowledgements -- Preface -- Glossary -- 1 Teaching Language Skills in EAP Contexts -- Four Overarching Assumptions -- Further Reading -- SECTION 1 Introduction to Reading -- 2 How Reading Comprehension Works -- Who Reads and Who Needs to Read? -- What Do We Read and Why Do We Read? -- What Is Reading Comprehension? -- What Skills and Abilities Support Reading Comprehension for Good Readers? -- How Does Reading Comprehension Work? -- How Does L2 Reading Differ from L1 Reading? -- Why Do L2 Reading Abilities Differ So Much from Person to Person? -- How Fluent Should L2 Readers Become? -- How Does Reading Behavior Vary When the Goal Is Reading to Learn? -- How Does Digital Reading Vary from Print Reading? -- How Does Reading Comprehension Research Inform L2 Reading Pedagogy? -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 3 Building an Effective Reading Curriculum: Guiding Principles -- Principle #1: Asking Students to Read for Well-Defined Purposes, Rather than Simply Asking Students to Read (for No Purpose at All), Should Guide Reading and Re-Reading Tasks -- Principle #2: Reading a Lot and Reading Often Are Crucial for Reading-Skills Development -- Principle #3: Reading Requires the Coordination of Numerous Reading Abilities that Should Be Addressed Explicitly Across a Reading Curriculum -- Principle #4: Teaching (Rather than Testing) for Main-Idea Comprehension Should Be a Standard Component of Classroom Instruction -- Principle #5: Training Strategic Readers Is More Effective than Teaching Reading Strategies One at a Time -- Principle #6: Making a Commitment to Vocabulary Teaching and Learning Is Foundational to Students’ Reading Success -- Principle #7: Reading Fluently—at Word and Passage Levels—Is Essential for Efficient Reading Comprehension Abilities -- Principle #8: Building Students’ Motivation to Read Is Essential -- Principle #9: Connecting Reading to Writing Prepares Students for the Realities of Most Academic Contexts -- Principle #10: Assessing Students’ Reading Progress Is an Essential Part of Teaching, Curriculum Development, and Student Learning -- Principle #11: Selecting and Adapting Texts Should Be Driven by Students’ Proficiency Levels, Current and Future Reading Needs, and Interests -- Principle #12: Structuring Lessons around a Pre-Reading, During-Reading, and Post-Reading Framework Should Guide Class Planning -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendices -- 4 Reading Instruction and Assessment: Activities and Options -- Instructional Activities that Improve Students’ Reading Abilities -- Instructional Activities that Integrate Reading and Writing -- Assessments of and for Learning -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendix -- SECTION 2 Introduction to Writing -- 5 Writing in a Second Language -- How is L2 Writing Different From L1 Writing? -- L2 Writers Know.
More Than One Language -- L2 Writers Have Varying Experiences and Backgrounds -- L2 Writers Are Still Acquiring the L2 -- Contexts and Characteristics of L2 Writing and Writers -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 6 Building a Writing Curriculum and Developing Strategic Writers -- Approaches to Teaching L1 and L2 Composition -- Current Trends in L1 Composition -- Steps for L2 Writing Course Design -- Developing Strategic Writers -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 7 Writing Instruction and Assessment: Activities, Feedback, and Options -- Lesson Design for L2 Writing Courses -- Response Systems for L2 Writing Courses -- Assessment Issues for L2 Writing Courses -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendix -- SECTION 3 Introduction to Listening -- 8 How Listening Comprehension Works -- What is Listening Comprehension? -- Listening as Process -- Learner Factors in Listening Success -- Listening Skills -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 9 Building a Listening Curriculum -- Teaching and Learning L2 Listening -- Process-Oriented Listening Instruction -- Metacognitive Pedagogical Sequence for Listening -- Process-Based Listening with Reflections and Discussions -- Task-Based Metacognitive Instruction for Listening -- Scaffolded Extensive Listening Projects and Assignments -- Becoming Strategic L2 Listeners -- Curricular and Instructional Principles for L2 Listening -- Chapter Summary -- Discussion Questions -- Further Reading -- 10 Listening Instruction and Assessment: Activities and Options -- Designing Instructional Activities -- Planning Lessons and Learning Units for Listening -- Assessment Options for Listening -- Chapter Summary -- Discussion Questions -- Further Reading -- SECTION 4 Introduction to Speaking -- 11 Speaking in a Second Language -- What’s So Special About Speaking? -- Understanding How Speech Production Works -- What Role Does Speaking Play in Language Learning? -- What Role Does Interaction Play? -- What Role Does Corrective Feedback Play? -- What Role Does Practice Play? -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 12 Building an Effective Speaking Curriculum: Guiding Principles -- Guideline 1: Use Cooperative Learning Principles to Organize Group Work -- Guideline 2: Use Principles of Task-Based Language Teaching (TBLT) to Plan Speaking Lessons -- Guideline 3: Integrate Rather Than Isolate -- Guideline 4: Look for Intercultural Learning Opportunities -- Guideline 5: Establish Roles for Students’ Own Languages in the Classroom -- Guideline 6: Utilize Technology -- Guideline 7: Focus on Learning Opportunities -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 13 Speaking Instruction and Assessment: Activities and Options -- Goal 1: Developing Clarity in Spoken Communication -- Goal 2: Developing Communicative and Conversation.
al Ease -- Goal 3: Developing Dialogic Reasoning Skills and Negotiating Points of View -- Goal 4: Developing Formal Speaking Skills -- Goal 5: Developing Fluency -- Monitoring and Assessing Speaking -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- 14 Language Skill Development and EAP: A Reflection on Seven Key Themes -- Theme 1: Incorporating Integrated Skills Teaching -- Theme 2: Providing Practice -- Theme 3: Developing Fluency -- Theme 4: Building a Collaborative Learning Environment -- Theme 5: Developing the Strategic Language User -- Theme 6.: Providing Effective Assessment and Feedback -- Theme 7: Incorporating Technology -- Chapter Summary -- Author Biographies -- References -- Index -- .
