Developing Notetaking Skills in a Second Language
Insights from Classroom Research
- Available for pre-order. Item will ship after December 29, 2020
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.
Based on original research and including descriptions of classroom practices and samples of student work, the book provides insights on a range of topics relevant to L2 notetaking. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies.
This book will be of great interest for teachers, academics, scholars and post graduate students in the fields of applied linguistics, L2 and foreign language education. It will also be a useful resource for those in charge of teacher education and post-graduate TESOL, L1 and L2 listening researchers and psycholinguists.
Table of Contents
Chapter One: Notetaking: The gateway academic skill
Chapter Two: Previous research on notetaking in L1 and L2 contexts
Chapter Three: Notetaking from the L2 student perspective
Chapter Four: Principles for Evaluating L2 Notetaking Textbooks
Chapter Five: Pedagogic Approaches for L2 Notetaking
Chapter Six: Embracing dialogic potential of notes: A new line of socio-cultural engagement
Chapter Seven: Assessing Note Quality
Chapter 8: Concluding thoughts and final considerations
Joseph Siegel is 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.