This volume focuses on language teacher research which explores a process–oriented methodology to investigate a range of L2 reading–related issues in different academic classrooms. It outlines the most significant reading models which have undergone a paradigm shift from a product– to a process–oriented approach to reading. It also attempts to demonstrate the validity of evidence–based practice which captures and collects direct evidence of learners’ reading processes through the use of think-aloud protocols and mentalistic techniques. The main aim is to provide a set of process–oriented case studies, describing the challenges faced by the language teacher in researching L2 reading, the responses offered by learners who reflectively act as informants, and the pedagogical benefits drawn by both in developing reading–as–a–process awareness through systematic inquiry.Anna Franca Plastina is assistant professor of English language and translation at the University of Calabria, Italy, where she also teaches at the “Scuola di Specializzazione per l’Insegnamento Superiore”. She has contributed to national and international journals and conferences in the fields of discourse analysis, psycholinguistics, teacher education, CALL and computer–mediated communication.
17 x 24
|data pubblicazione: ||Giugno 2007|