Preface
List of Figures and Tables
PART I Comprehension of a passage
Overview
chapter 1 Definition of comprehension
Introduction
1.1. What is comprehension?
1.1.1. Sentence and text level comprehension
1.1.2. Making sense of text
1.2. Cognitive abilities required in comprehension
1.2.1. Microstructure
1.2.2. Macrostructure
1.2.3. Mental representation
1.3. Coherence
1.4. Inference
1.5. Text types
1.5.1. Information reports
1.5.2. Procedural texts
1.5.3. Explanations
1.5.4. Recounts
1.5.5. Transactional texts
1.5.6. Persuasive texts
1.6. Successful comprehension
1.7. Comprehension in a foreign language
chapter 2 General processing in comprehension
Introduction
2.1. Decoding
2.2. Analysing/parsing
2.3. Construction and integration
2.3.1. Microstructure formation
2.3.2. Macrostructure formation
2.4. Bottom-up and top-down
2.4.1. Bottom-up processing
2.4.2. Top-down processing
2.5. Conceptual knowledge
2.6. Good comprehender behaviours and skills development
2.7. Understanding multimodal texts
2.8. Multiple text comprehension
2.9. L2 to L1 (backward/direct) translation system
chapter 3 Auditory input and comprehension
Introduction
3.1. Sound perception
3.2. Word recognition and syntactic processing
3.3. Comprehension
3.4. Closed captioning
3.5. Assessment-based instructions
3.5.1. Cognitive aspects
3.5.2. Task issues
3.5.3. Skills development
chapter 4 Orthographic input and comprehension
Introduction
4.1. Theoretical models of reading
4.2. Components of reading
4.2.1. Letter recognition
4.2.2. Grapheme-phoneme correspondence rules
4.2.3. Word recognition
4.2.4. Semantic, syntactic, and prosodic knowledge
4.2.5. Comprehension and interpretation
4.2.6. Deep reading
4.3. Effective reading onscreen
4.3.1. Attention, empathy, and reading
4.3.2. Shallow reading strategy onscreen
4.4. Assessment-based instructions
4.4.1. Cognitive aspects
4.4.2. Task issues
4.4.3. Skills development
PART II Production of a passage
Overview
chapter 5 Definition of production
Introduction
5.1. What is language production?
5.2. Production proficiency
5.3. Comprehension and production
5.3.1. Developmental sequence
5.3.2. Comprehending speakers and producing listeners
5.3.3. Assessing comprehension through production
chapter 6 General processing in production
Introduction
6.1. Conceptualisation
6.2. Formulation
6.3. Execution and encoding
6.4. Monitoring
6.5. Online interactions: Chatting and texting
6.6. L1 to L2 (forward/inverse) translation system
6.7. Translanguaging
6.7.1. Possibility of translanguaging
6.7.2. Place of L1 in the L2 classroom
chapter 7 Auditory output and production
Introduction
7.1. Communicative interactions
7.1.1. Dialogue
7.1.2. Successful communication
7.2. Narratives
7.2.1. Imaginative or fictional narratives
7.2.2. Informative narratives
7.2.3. Narrative types and construction
7.3. Pronunciation
7.4. Differing speech types
7.4.1. Presentation
7.4.2. Discussion
7.4.3. Expression
7.5. Assessment-based instructions
7.5.1. Cognitive aspects
7.5.2. Task issues
7.5.3. Skills development
chapter 8 Orthographic output and production
Introduction
8.1. Writing processes
8.1.1. Plan, organise, generate, and revise
8.1.2. Executive functions and self-regulation
8.2. Skills for writing
8.2.1. Composing skills and strategies
8.2.2. Good writing
8.3. Reading and writing relationships
8.4. Assessment-based instructions
8.4.1. Cognitive aspects
8.4.2. Task issues
8.4.3. Skills development
PART III Integrating comprehension and production
Overview
chapter 9 The place of sounds and letters in text processing
Introduction
9.1. Language development and education
9.1.1. Primary school years (ages 6 – 9)
9.1.2. Middle childhood (ages 9 – 13)
9.1.3. Adolescence (ages 13 – 18)
9.1.4. From decoding to comprehension and production
9.2. Working memory, frequency, and automaticity
9.3. Lexical representations
9.4. Parsing strategies
9.5. Fluency
9.5.1. Fluent comprehension
9.5.2. Fluent production
chapter 10 Multimodal literacy and technology-enhanced language learning
Introduction
10.1. What is multimodality?
10.2. Principles for multimodal learning
10.3. New communication and affordances: Insights from cyberpsychology
10.3.1. Computer-mediated communication
10.3.2. Internet
10.3.3. Affordances of paper and computers
10.4. Audition and vision
10.5. Technology and learning
10.5.1. General perspectives
10.5.2. Technology and language learning
10.6. Multimodal teaching materials
chapter 11 Integrated skills
Introduction
11.1. Comprehension instruction
11.1.1. Components of comprehension
11.1.2. Comprehension strategies
11.2. Multisensory language education
11.3. Transformative learning
11.4. Key areas to consider in integrated language skills
11.4.1. Overview of integrated skills
11.4.2. Skill building
11.5. Discussion and argumentation
11.5.1. Discussion
11.5.2. Argumentation
chapter 12 Toward deeper learning
Introduction
12.1. What learners need to master
12.2. How learners attain proficiency
12.3. Representative tasks
12.4. Guidelines for preparing integrated tasks
12.4.1. Receptive skills
12.4.2. Productive skills
12.5. Possibility of retelling and summary writing
12.5.1. Retellings
12.5.2. Summary writing
12.6. Scaffolding and feedback
Concluding remarks
Bibliography
Index
