BOOK REVIEW: ENGLISH L2 READING: GETTING TO THE BOTTOM (4TH EDITION)

Yueyue Huang(1), Keru Li(2*),

(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


L2 English reading; language awareness; reading processing strategies

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References


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

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