BOOK REVIEW: ENGLISH L2 READING: GETTING TO THE BOTTOM (4TH EDITION)
(1) School of Foreign Languages, Guangzhou Xinhua University Faculty of Humanities, The Hong Kong Polytechnic University
(2) School of Foreign Languages, Guangzhou Xinhua University
(*) Corresponding Author
Abstract
Research in L2 reading, especially the incorporation of insights from reading processing into reading instruction, has gained a standing attention in ELT and recent second language acquisition research has highlighted a complex and dynamic trajectory of reading efficacy development. English L2 Reading: Getting to the Bottom, now in its fourth edition, has timely responded to the psycholinguistic turn in reading studies over decades. With purposefully modified and updated sections on metalinguistic awareness in terms of pedagogical value, the latest edition provides a focused overview of central issues in understanding L2 English reading processors with practical considerations on their direct relevance to pedagogical interventions. This book review will firstly present a brief account of each chapter's underlying concerns and then offer critical comments on the latest version's theoretical implications in relation to current trends in L2 instruction research.
Keywords
Full Text:
PDFReferences
Birch, B. M., & Fulop, S. (2020). English L2 reading: Getting to the bottom (4th ed.). New York: Routledge. https://doi.org/10.4324/9780429397783
Driver, M. (2021). Emotion-laden texts and words. Studies in Second Language Acquisition, 1-24. https://doi.org/10.1017/s0272263121000851
Graham, S., Woore, R., Porter, A., Courtney, L., & Savory, C. (2020). Navigating the challenges of L2 reading: Self‐efficacy, self‐regulatory reading strategies, and learner profiles. The Modern Language Journal, 104(4), 693-714. https://doi.org/10.1111/modl.12670
Nassaji, H. (2003). Higher–level and lower–level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87(2), 261-276. https://doi.org/10.1111/1540-4781.00189
Teng, L. S., & Zhang, L. J. (2021). Can self-regulation be transferred to second/foreign language learning and teaching? current status, controversies, and futures directions. Applied Linguistics. https://doi.org/10.1093/applin/amab032
van Ammel, K., Aesaert, K., De Smedt, F., & Van Keer, H. (2021). Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension. Journal of Research in Reading, 44(3), 574-596. https://doi.org/https://doi.org/10.1111/1467-9817.12356
DOI: https://doi.org/10.24071/llt.v25i1.4464
Refbacks
- This work was supported by a grant from the 2019 Research Project for Young Scholars of Guangzhou Xinhua University (2019KYQN11).
- This work was supported by a grant from the 2019 Research Project for Young Scholars of Guangzhou Xinhua University (2019KYQN11).
Copyright (c) 2022 Yueyue Huang, KERU LI
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.