dc.contributor.author |
Boakye, Naomi Adjoa Nana Yeboah
|
|
dc.date.accessioned |
2012-03-01T09:49:22Z |
|
dc.date.available |
2012-03-01T09:49:22Z |
|
dc.date.issued |
2011 |
|
dc.description.abstract |
Socio-affective issues are generally acknowledged as important in reading development.
However, most intervention programmes focus on cognitive aspects of reading, and do not
explicitly accommodate socio-affective factors such as attitude, motivation, interest, and
background of students. This paper argues for the inclusion of both cognitive and socioaffective
scaffolding in tertiary-level reading development programmes. Based on a number
of second language teaching techniques, and grounded in Guthrie and Wigfield’s (2000)
engagement model, I propose a multifaceted model on which to map reading
instruction/intervention at tertiary level that combines both affective and cognitive factors. |
en |
dc.description.librarian |
nf2012 |
en |
dc.description.uri |
http://www.journals.co.za/ej/ejour_perling.html |
en_US |
dc.identifier.citation |
Boakye, N 2011, 'A multifaceted model for designing reading development programmes for L2 learners at tertiary level', Per Linguam: A Journal of Language Learning/Tydskrif vir Taalaanleer, vol. 27, no. 2, pp. 111-128. |
en |
dc.identifier.issn |
0259-2312 |
|
dc.identifier.uri |
http://hdl.handle.net/2263/18333 |
|
dc.language.iso |
en |
en_US |
dc.publisher |
University of Stellenbosch Institute for Language Teaching |
en_US |
dc.rights |
University of Stellenbosch Institute for Language Teaching |
en |
dc.subject |
Multifaceted model |
en |
dc.subject.lcsh |
Developmental reading |
en |
dc.subject.lcsh |
Effective teaching |
en |
dc.subject.lcsh |
Second language acquisition |
en |
dc.subject.lcsh |
Language and languages -- Study and teaching (Higher) |
en |
dc.subject.lcsh |
Literacy programs |
en |
dc.subject.lcsh |
Sociolinguistics -- Methodology |
en |
dc.title |
A multifaceted model for designing reading development programmes for L2 learners at tertiary level |
en |
dc.type |
Article |
en |