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

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