Abstract
This chapter discusses the issue of material preparation for a language reading course. It elaborates on some of the important elements that material developers should take into account in selecting and presenting the reading materials. Provision of materials is discussed in terms of the topics to be included and the vocabulary components of the content materials. More specifically, it discusses such topic-related issues as reader interest, needs, and schema that have been found as key success in reading activity. It also deals with the selection and presentation of vocabulary items that have proven to significantly affect reading performance.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Biber, D., & Conrad, S. (2001). Quantitative corpus-based research: Much more than bean counting. TESOL Quarterly, 35(2), 331–336.
Bley-Vroman, R. (2002). Frequency in production, comprehension, and acquisition. Studies in Second Language Acquisition, 24, 209–213.
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136–163.
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Boston, MA: H & H Publishers.
Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning and Individual Differences, 22, 650–663.
Graves, M., August, D., & Mancilla-Martinez, J. (2012). Teaching vocabulary to English language learners. New York, NY: Teachers College Press.
Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: Artificial issue for the 21st century. Review of Educational Research, 70(2), 151–179.
Keating, G. D. (2008). Task effectiveness and word learning in a second language: the involvement load hypothesis on trial. Language Learning Research, 12(3), 365–386.
Kieffer, M., & Lesaux, N. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing, 25(2), 347–373.
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2. Language Learning, 61(1), 100–140.
Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal, 59(4), 322–332.
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychological Education, 14, 23–40.
Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: Prentice-Hall International.
Laufer, B. (2005). Instructed second language vocabulary learning: The fault in the ‘default hypothesis’. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 286–303). Berlin: Mouton de Gruyter.
Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Hove: Language Teaching Publications.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann.
Ranali, J. M. (2003). ELT coursebooks in the age of corpus linguistics: Constraints and possibilities. Birmingham: University of Birmingham.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Romer, U. (2005). Progressives, patterns, pedagogy. A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam: John Benjamins.
Romer, U. (2008). Corpora and language teaching In A. Ludeling & K. Merja (Eds.), Corpus linguistics: An international handbook (Vol. 1, pp. 112–130). Berlin: Mouton de Gruyter.
Schiefele, U. (1998). Individual interest and learning, what we know and what we don’t know. In L. Hoffman, A. Krapp, K. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the see on conference on interest and gender (pp. 91–104). Germany: University of Kiel (IPN).
Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. London: Lawrence Erlbaum Associates.
Thornbury, S. (2002). How to teach vocabulary. London: Addison Wesley Publishing Company.
Ur, P. (2009). Teaching vocabulary: Going beyond the textbook. Paper presented at the ETAI, Rishon Lezion.
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130–163.
Widdowson, H. (2000). On the limitations of linguistics applied. Applied Linguistics, 21(1), 3–25.
Zarifi, A. (2013). Establishing and evaluating phrasal verb use in a Malaysian secondary school textbook corpus. Serdang: University Putra Malaysia.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Mukundan, J., Zarifi, A., Kalajahi, S.A.R. (2016). Developing Reading Materials for ESL Learners. In: Azarnoosh, M., Zeraatpishe, M., Faravani, A., Kargozari, H.R. (eds) Issues in Materials Development. Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT). SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-432-9_6
Download citation
DOI: https://doi.org/10.1007/978-94-6300-432-9_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-432-9
eBook Packages: EducationEducation (R0)