A multifaceted model for designing reading development programmes for L2 learners at tertiary level

dc.contributor.authorBoakye, Naomi Adjoa Nana Yeboah
dc.contributor.emailnaomi.boakye@up.ac.zaen_US
dc.date.accessioned2012-03-01T09:49:22Z
dc.date.available2012-03-01T09:49:22Z
dc.date.issued2011
dc.description.abstractSocio-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.librariannf2012en
dc.description.urihttp://www.journals.co.za/ej/ejour_perling.htmlen_US
dc.identifier.citationBoakye, 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.issn0259-2312
dc.identifier.urihttp://hdl.handle.net/2263/18333
dc.language.isoenen_US
dc.publisherUniversity of Stellenbosch Institute for Language Teachingen_US
dc.rightsUniversity of Stellenbosch Institute for Language Teachingen
dc.subjectMultifaceted modelen
dc.subject.lcshDevelopmental readingen
dc.subject.lcshEffective teachingen
dc.subject.lcshSecond language acquisitionen
dc.subject.lcshLanguage and languages -- Study and teaching (Higher)en
dc.subject.lcshLiteracy programsen
dc.subject.lcshSociolinguistics -- Methodologyen
dc.titleA multifaceted model for designing reading development programmes for L2 learners at tertiary levelen
dc.typeArticleen

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