Efnisyfirlit

• Contents
• Language Development Across the Life Span. English in Iceland: From Input to Output
• 1 Introduction
• 2 Motivation and Purpose of the Book
• 3 Theoretical Framework
• 4 Contributions
• 5 Structure of the Book
• References
• The Policies and Contexts that Frame English Education and Use in Iceland
• 1 Introduction
• 2 The Presence of English in Iceland
• 2.1 A Brief Historical Overview
• 2.2 A Common Nordic Policy
• 2.3 Icelandic Language Policy
• 3 English in Primary Education
• 3.1 The National Curriculum Guide for the Primary Level (1st –10th Grade)
• 3.2 Instruction at the Primary Level, 1–10th Grade
• 3.3 Educational Outcomes – Icelandic Children’s English Proficiency
• 4 Formal English Instruction at the Secondary Level (11–14)
• 4.1 Curriculum Guide for the Secondary Level
• 4.2 Curriculum and Instruction at Secondary Level (Year 11–14)
• 4.3 Standardized Tests of English at Secondary Level
• 5 Conclusions
• References
• English Exposure, Proficiency and Use in Iceland
• 1 Introduction
• 2 English Exposure and Use by Children Outside the Classroom
• 2.1 Children’s Programming and Exposure
• 2.2 Children’s English Language Use
• 3 The Use of English in Iceland by Adults
• 3.1 The Use of English by Age
• 4 Diary Studies: An Average Day with English in Iceland
• 5 Icelanders’ Perceptions of Their English Proficiency
• 5.1 Age
• 6 Conclusions
• References
• English Exposure and Vocabulary Proficiency at the Onset of English Instruction
• 1 Introduction
• 2 Age, Input and Language Learning
• 3 Vocabulary Acquisition
• 4 Motivation
• 5 Measuring Children’s Language
• 6 Methodology
• 6.1 Participants
• 6.2 Survey and Testing Instruments
• 6.3 Data Collection and Analysis
• 7 Results
• 7.1 The Nature of English Exposure, the Ideal and Ought to Self in 4th Grade
• 7.2 English Lexical Proficiency in 4th Grade
• 7.3 Context Contribution to 4th Grade Student’s Vocabulary Success
• 7.4 Lexical Success Models
• 8 Discussion
• 9 Conclusion
• References
• Learning and Using English: The Views of Learners at the End of Compulsory Education
• 1 Introduction
• 2 Research on Teaching and ELF
• 3 English and the Icelandic National Curriculum Guide
• 4 Research on Teaching and Learning English in Iceland
• 5 The Study
• 5.1 Participants
• 5.2 Instruments
• 5.3 Data Collection and Analysis
• 6 Results
• 6.1 Learners Perceived Proficiency in English
• 6.2 Current and Future English Use
• 6.3 Attitudes to English as a School Subject
• 7 Discussion
• 8 Conclusion
• References
• Academic Vocabulary Proficiency and Reading Comprehension Among Icelandic Secondary School Students
• 1 Introduction
• 2 How Much Vocabulary is Needed for Functional Academic Reading in English?
• 3 The Study
• 3.1 Methodology
• 3.2 The Vocabulary Test
• 3.2.1 Participants
• 3.2.2 Instruments
• 3.3 The Reading Test
• 3.3.1 Participants in the 2015 Reading Comprehension Test
• 3.3.2 Reading Comprehension Instruments
• 3.3.3 Administration of the Reading Test
• 4 Results
• 4.1 Results from the Vocabulary Test in 2013
• 4.2 Results from the Reading Test in 2015
• 5 Discussion
• 6 Conclusion
• References
• Perceptions of Relevance of English Education at Secondary School
• 1 Introduction
• 2 Background
• 2.1 Exposure
• 2.2 English at School in Iceland
• 2.3 Dörnyei’s L2 Motivational Self System and Recent Research
• 2.4 The Concept of Relevance
• 3 Methodology
• 3.1 Method
• 3.2 Participants
• 3.3 Analysis
• 4 Results
• 4.1 Dörnyei’s Motivational Framework
• 4.2 Perceived and Actual Uses after School
• 4.3 Perceived Proficiency and Gains at School and After School
• 5 Discussion
• 5.1 Implications for Dörnyei’s Framework
• 5.2 Implications for Learning and Teaching English in a New Linguistic Environment
• 6 Conclusion
• References
• Using English at University
• 1 English in Academia
• 2 English at Icelandic Universities
• 2.1 Textbooks in English at the University of Iceland
• 3 The Study
• 3.1 Surveys
• 3.2 Results of the Surveys
• 3.3 Interviews
• 4 Discussion
• 5 Implications
• References
• Simultaneous Parallel Code Use
• 1 Introduction
• 2 English as an Academic Language in Iceland
• 3 Simultaneous Parallel Code use
• 4 The Study
• 4.1 Methodology and Participants
• 5 Discussion
• 6 Conclusions
• References
• University Instructors’ Views on Using Curriculum Materials in English
• 1 Introduction
• 2 Theoretical Background
• 3 The Study
• 3.1 Findings from the Survey
• 3.2 Findings from the Interviews
• 3.2.1 Extra Workload and Working with Two Languages
• 3.2.2 Support to Students
• 3.2.3 Benefits
• 4 Summary of Findings
• 5 Discussion
• 6 Conclusion
• References
• Writing English for Research and Publication Purposes (ERPP): Personal Identity and Professional
• 1 Introduction
• 2 Theoretical Foundations
• 3 Writing in a Second Language
• 4 Policies and Practices in Iceland
• 5 Investigating Faculty Members’ Experience: Methods
• 5.1 The First Phase: The Surveys
• 5.2 The Second and Third Phase: Interviews
• 6 Findings
• 6.1 Exposure to English When Growing Up
• 6.2 The Academic World Is International
• 6.3 The Experience of Writing in English
• 6.4 Coping
• 6.5 The Psychological Dimensions
• 6.6 Writing for the Icelandic Community
• 7 Discussion
• 8 Conclusions
• References
• Conclusions
• References