Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction.
Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction.
Joseph Siegel is an Associate Professor of English at Stockholm University and Örebro University, Sweden. He teaches TESOL methodology, linguistics, and applied linguistic research methods courses. Among his research interests are second language listening pedagogy, notetaking, pragmatics, and teacher education.
Inhaltsangabe
1. Notetaking: The gateway academic skill 2. Previous research on notetaking in L1 and L2 contexts 3. Notetaking from the L2 student perspective 4. Principles for Evaluating L2 Notetaking Textbooks 5. Pedagogic Approaches for L2 Notetaking 6. Embracing dialogic potential of notes: A new line of socio-cultural engagement 7. Assessing Note Quality 8. Concluding thoughts and final considerations
1. Notetaking: The gateway academic skill
2. Previous research on notetaking in L1 and L2 contexts
3. Notetaking from the L2 student perspective
4. Principles for Evaluating L2 Notetaking Textbooks
5. Pedagogic Approaches for L2 Notetaking
6. Embracing dialogic potential of notes: A new line of socio-cultural engagement
1. Notetaking: The gateway academic skill 2. Previous research on notetaking in L1 and L2 contexts 3. Notetaking from the L2 student perspective 4. Principles for Evaluating L2 Notetaking Textbooks 5. Pedagogic Approaches for L2 Notetaking 6. Embracing dialogic potential of notes: A new line of socio-cultural engagement 7. Assessing Note Quality 8. Concluding thoughts and final considerations
1. Notetaking: The gateway academic skill
2. Previous research on notetaking in L1 and L2 contexts
3. Notetaking from the L2 student perspective
4. Principles for Evaluating L2 Notetaking Textbooks
5. Pedagogic Approaches for L2 Notetaking
6. Embracing dialogic potential of notes: A new line of socio-cultural engagement
7. Assessing Note Quality
8. Concluding thoughts and final considerations
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