Nickel, Gerhard. 1998. The role of interlanguage in foreign language teaching. IRAL 36. 1-10.
This article was somewhat short and difficult to read for a non-graduate level (read normal) person but for the right person this article could be helpful for those seeking a better grasp on the effect that interlanguage is playing in a given classroom. The benefit a TESOL professional might gain from this article seems to be primarily in the realm of 'understanding' and is not that practical. A TESOL professional probably won't gain that much practical use from this article but they certainly will have a clearer understanding of what is going on in the students brain related to interlanguage and therefore will have the opportunity to compensate for the effect that interlanguage is playing in the students brains. Nickel gives a good example towards the middle of the text about the difficulty that those whose first language is german have in learning the difference between continuous and non-continuous verb tenses due to an interlanguage issue and offers some practical advice on how to compensate for that phenomenon. However, that seems to be the only practical bit of advice that is really offered. At any rate a good TESOL professional with a large vocabulary will be able to glean some useful tidbits from this article.
Wednesday, June 16, 2010
Automaticity (and Fluency)
Record 1 of 10
Derwing, Tracey M; Munro, Murray J; Thomson, Ronald I; Rossiter, Marian J. 2009. The Relationship Between L1 Fluency And L2 Fluency Development. Studies in Second Language Acquisition 31. 533-557.
A fundamental question in the study of second language (L2) fluency is the extent to which temporal characteristics of speakers' first language (L1) productions predict the same characteristics in the L2. A close relationship between a speaker's L1 and L2 temporal characteristics would suggest that fluency is governed by an underlying trait. This longitudinal investigation compared L1 and L2 English fluency at three times over 2 years in Russian- and Ukrainian- (which we will refer to here as Slavic) and Mandarin-speaking adult immigrants to Canada. Fluency ratings of narratives by trained judges indicated a relationship between the L1 and the L2 in the initial stages of L2 exposure, although this relationship was found to be stronger in the Slavic than in the Mandarin learners. Pauses per second, speech rate, and pruned syllables per second were all related to the listeners' judgments in both languages, although vowel durations were not. Between-group differences may reflect differential exposure to spoken English and a closer relationship between Slavic languages and English than between Mandarin and English. Suggestions for pedagogical interventions and further research are also proposed.
Record 2 of 10
Trenchs-Parera, Mireia. 2009. Effects of Formal Instruction and a Stay Abroad on the Acquisition of Native-Like Oral Fluency. The Canadian Modern Language Review 65. 365-393.
The study describes the effects of formal instruction (FI) and a stay
abroad (SA) on the fluency displayed by 19 bilingual EFL undergraduate
non-native speakers (NNSs). It includes data from 10 native speakers
(NSs). The relative frequencies of seven dysfluency phenomena at three
data-collection points are compared statistically, and a linear
regression analysis is performed between NS and NNS data. A strategic
change is revealed. After FI, learners adjust their speech to an NS
pattern, but disruptions -- especially self-repetitions, pauses, and
non-lexical fillers -- are still frequent. The SA serves to correct
this somewhat while maintaining the NS-like tendency. There is a
decrease in the number of phenomena that may be perceived as signs of
insecurity, producing the impression of more fluent speech. These
phenomena are replaced by increases in lexical fillers that may make
NNS speech appear lexically richer. Both FI and SA, therefore, are
shown to be positive contexts of acquisition.
Record 3 of 10
Rossiter, Marian J. 2009. Perceptions of L2 Fluency by Native and Non-native Speakers of English. The Canadian Modern Language Review 65. 395-412.
This article explores perceptions of the speaking fluency of 24 adult
ESL learners (11 men, 13 women) who narrated picture stories at Time 1
and again 10 weeks later at Time 2. One-minute excerpts from each
rendition were randomized and played to 15 novice and six expert
native speakers of English (undergraduate education students and
experienced ESL teachers holding graduate degrees, respectively).
Because of the increasingly frequent use of English among non-native
speakers (NNSs) throughout the world, 15 advanced NNSs of English were
also included in the study. All three groups of listeners rated and
recorded their impressions of the fluency of the stimuli. The ratings
of all three groups were highly inter-correlated at Times 1 and 2.
Fluency ratings correlated with the temporal measures of total pause
per second and pruned syllables per second. Pausing, self-repetition,
speech rate, and fillers accounted for three-quarters of the negative
temporal impressions recorded by listeners; salient non-temporal
impressions included pronunciation, grammar, and vocabulary.
*Record 4 of 10* (This is my favorite)
Piolat, Annie; Barbier, Marie-Laure; Roussey, Jean-Yves. 2008. Fluency and Cognitive Effort During First- and Second-Language Notetaking and Writing by Undergraduate Students. European Psychologist 13. 114-125.
This study concerns the cognitive effort expended and the difficulties
experienced by undergraduate students as they took notes and wrote a
text based on a lecture given in French, their primary language (L1),
and in English (L2). The 21 participants had studied English (L2) for
7 years before attending the university and they had taken 3 years of
intensive courses at the university in order to obtain their first
diploma in English ("license"). Participants were first trained on a
secondary task that allowed us to measure their cognitive effort while
they reformed two other main tasks in both languages, namely (1)
listening and taking notes on the main ideas of the lecture, and (2)
writing a text based on their notes. Participants also answered a
questionnaire about their difficulties with comprehension, taking
notes, making use of their notes, and writing in both languages. The
results indicated that writing processes were more effortful than
notetaking. Students' performance on the writing task did not vary
across languages. In contrast, the cognitive effort associated with
taking notes was greater for L2 than for L1, and writing speed was
slower. More difficulty was also experienced for not taking,
especially in L2, than in writing.
Record 5 of 10
Derwing, Tracey M; Munro, Murray J; Thomson, Ron I. 2008. A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development. Applied Linguistics 29. 359-380.
This longitudinal mixed-methods study compared the oral fluency of
well-educated adult immigrants from Mandarin and Slavic language
backgrounds (16 per group) enrolled in introductory English as a
second language (ESL) classes. Speech Samples were collected over a
2-year period, together with estimates of weekly English use. We also
conducted interviews at the last data collection session. The
participants' fluency and comprehensibility at three points over 22
months were judged by 33 native speakers of English. We examine the
learners' progress in light of their exposure to English outside of
their ESL class. The Slavic language speakers showed a small but
significant improvement in both fluency and comprehensibility, whereas
the Mandarin speakers' performance did not change over 2 years,
although both groups started at the same level of oral proficiency.
These differences may be attributable in part to degree of exposure to
English outside the ESL courses. Neither group had extensive exposure
outside of their classes because of employment and familial
responsibilities (although the Slavic language speakers reported more
opportunities). Thus both groups may have been disadvantaged by a lack
of oral fluency instruction. The findings, both quantitative and
qualitative, are interpreted using the Willingness to Communicate
framework; we also discuss implications for the language classroom.
Record 6 of 10
Hashemian, Mahmood; Nezhad, Mohammad Reza Telebi. 2007. The Development of Conceptual Fluency and Metaphorical Competence in L2 Learners. Linguistik Online 30. [np].
Conceptual Fluency (CF) & Metaphorical Competence (MC) have piqued
the interest of a number of L2 researchers. Leading the front are
Danesi (1992; 1995; 2003) & Johnson & Rosano (1993) who
contend that metaphorical language cannot afford to be ignored by L2
curricula anymore. Their push is to instill in L2 learners a more
functional communicative competence over a traditional formal
competence. This article reports on a study carried out to scrutinize
the development of CF & MC in Persian students of English. First,
a group of language students (95 freshmen, 92 sophomores, 139 juniors,
& 90 seniors) were tested to see whether they were conceptually
& metaphorically competent, & the results showed they were
almost bereft of such a competence, & the analysis of their
written discourse uncovered a very low level of metaphorical density.
The findings were in line with what Danesi (1992) has averred: L2
learners do not necessarily develop CF & MC after several years of
study. Then, the juniors partook in the study for a six-month period
in which they were exposed to & taught about the metaphorical
language of English. The post-test results were indicative that they
had developed their CF & MC to a large extent & that their
written discourse was almost as metaphorically dense as that of native
speakers. That is, the findings revealed that it is possible to
develop CF & MC in a classroom setting. Finally, the data
indicated that there is a relationship between CF & MC.
Record 7 of 10
Derwing, Tracey M; Thomson, Ron I; Munro, Murray J. 2006. English Pronunciation and Fluency Development in Mandarin and Slavic Speakers. System 34. 183-193.
The development of accent & fluency are traced in the speech of 20
Mandarin & 20 Slavic adult immigrants to Canada over a period of
10 months. The participants were enrolled in an ESL program but had no
special instruction in either pronunciation or fluency. The
immigrants' self-reported exposure to English outside of class was
used to determine whether there was a relationship between accent,
fluency, & voluntary contact with English. Judgment tasks were
carried out in which native English listeners assessed L2 speech
samples recorded at the outset of their studies, 2 months later, &
again 10 months after the first recording. The listeners' scalar
judgments of accentedness & fluency indicated that there was a
small improvement in accent over time, & that the Slavic learners
made significant progress in fluency, whereas the Mandarin
participants showed no improvement. The Slavic participants reported
significantly more contact with English speakers than did the Mandarin
speakers. Suggestions are made for ESL instruction & further
research.
Record 8 of 10
Derwing, Tracey M; Rossiter, Marian J; Munro, Murray J; Thomson, Ron I. 2004. Second Language Fluency: Judgments on Different Tasks. Language Learning 54. 655-679.
In this study, we determined whether untrained raters' assessments of
fluency in low-proficiency second language speech were related to
temporal measures & whether they varied across tasks. We collected
speech samples from 20 beginner Mandarin learners of English on
picture description, monologue, & dialogue tasks. Temporal
measures were made on each sample. Twenty-eight untrained judges rated
fluency, comprehensibility, & accentedness. Three trained raters
also judged samples for "goodness of prosody." The rating
data paralleled the speech measurements: speakers' performance on the
monologue & dialogue tasks was significantly better than on the
narratives; however, listeners' judgments of goodness of prosody did
not vary across tasks. Comprehensibility & fluency ratings were
highly correlated; fluency was more strongly related to
comprehensibility than to accentedness.
Record 9 of 10
Chandler, Jean. 2003. The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 Student Writing. Journal of Second Language Writing 12. 267-296.
This research uses experimental & control group data to show that
students' correction of grammatical & lexical errors between
assignments reduces such errors in subsequent writing over one
semester without reducing fluency or quality. A second study further
examines how error correction should be done. Should a teacher correct
errors or mark errors for student self-correction? If so, should the
teacher indicate location or type of error or both? Measures include
change in the accuracy of both revisions & of subsequent writing,
change in fluency, change in holistic ratings, student attitudes
toward the four different kinds of teacher response, & time
required by student & teacher for each kind of response. Findings
are that both direct correction & simple underlining of errors are
significantly superior to describing the type of error, even with
underlining, for reducing long-term error. Direct correction is best
for producing accurate revisions, & students prefer it because it
is the fastest & easiest way for them as well as the fastest way
for teachers over several drafts. However, students feel that they
learn more from self-correction, & simple underlining of errors
takes less teacher time on the first draft. Both are viable methods
depending on other goals.
Record 10 of 10
Iwahori, Yurika. 2008. Developing Reading Fluency: A Study of Extensive Reading in EFL. Reading in a Foreign Language 20. 70-91.
Due to the great interest of practitioners on reading fluency in first
language (L1) and second language (L2) English classroom settings,
fluency has become a hot topic. A number of studies have suggested
that an extensive reading (ER) program can lead to improvement of L2
learners' reading rate; however, studies about high school students
are scarce. Inspired by current issues in reading and previous ER
investigations, this study examined the effectiveness of ER on reading
rates of high school students in Japan. In this study, students were
provided with graded readers and comic books as reading material they
would find enjoyable. Pretests and posttests of reading rate and
language proficiency were administered and a t test was used to
compare means of the rates and language proficiency within groups.
Results indicate that ER is an effective approach to improve students'
rate and general language proficiency.
Meaningful Learning
Record 1
Dwight Atkinson. 1999. TESOL and Culture. TESOL Quarterly, Vol. 33, No. 4: 625-654. Stable URL: http://www.jstor.org/stable/3587880
Abstract
Culture is a central yet underexamined concept in TESOL. In comparison to other fields such as anthropology and cultural studies, there has been little serious discussion and critique of the concept in TESOL over the last two decades. This article offers a reassessment of the notion of culture in TESOL, taking recent work in critical anthropology and cultural studies, and to a lesser degree TESOL itself, as a starting point. It proposes a revised view of culture that is intended to serve TESOL practitioners into the 21st century, or that can at least provide a takeoff point from which such a view may be developed.
Record 2
Cartes-Enriquez, Ninette, and M. Edith Larenas-San Martin. 2002. Orality in the Intelligent Classroom, via Computer. Estudios de Linguistica Aplicada, 20.36: 39-52.
Abstract
This is a quasi-experimental research project, the main objective of which is to develop the acquisition of English as an L2 in the fields of didactics & educational technology as applied to critical thinking. This work arises from the need to develop oral capabilities among university students who have studied English for 2 years in the University of Concepcion & still lack fluency, spontaneity, cohesion, adequate lexicon, & grammatical structures. The methodology is used to stress the communicative-interactive approach in hybrid classes assisted by the computer to develop meaningful learning. The research design consisted of a pretest, an assessment of the development of linguistic & cognitive strategies, & a posttest. Quantitative & qualitative evaluations were used to draw conclusions about language acquisition. 2 Tables, 22 References. Adapted from the source document
Record 3
Cleghorn, Ailie, and Marissa Rollnick. 2002. The Role of English in Individual and Societal Development: A View from African Classrooms. TESOL Quarterly, 36.3: 347-372.
Abstract
This article discusses sociocultural & other theoretical aspects of the language-in-education debate in light of their practical implications for language policy & teacher education in linguistically diverse school settings. We draw on studies carried out in African classrooms where subjects such as science were being taught via English, an L2 for most learners. Studies indicate that code switching offers an economical resource for constructing meaning in classrooms where teachers & learners can use the same home or local language. Language use within the classroom is thus seen in terms of the need to communicate meaning with the goal of ensuring access to knowledge & thereby fostering individual development. We suggest that meaningful learning contexts are likely to increase the motivation to learn English, ultimately fostering societal development within the larger global context. The article concludes with a call for the TESOL field to identify the full potential of code switching & categorize its functions so that teachers may be helped to use it purposefully. 1 Figure, 97 References. Adapted from the source document
Record 4
Evans,Simon. Graphic Organisers for Japanese Readers of Expository Texts in English. 2003. ICU Language Research Bulletin, 18: 1-17.
Abstract
This paper aims to establish a rationale for the use of graphic organizers in the second language classroom, with particular reference to the Japanese context. Part 1 examines background issues related to reading, including the cognitive reading process, the problems posed by expository text, & the difficulties that Japanese readers of English have, before moving on to look at learner styles & memory. In Part 2, the general value of pictorials is discussed before looking at one specific group of pictorials known as "graphic organizers." It is suggested that having students produce their own graphic representations of expository text can address a greater range of learner styles, lead to meaningful learning, & improve recall of information. 2 Figures, 4 Appendixes, 43 References. Adapted from the source document
Record 5
Meyer,Lois M.2000. Barriers to Meaningful Instruction for English Learners. Theory into Practice, 39.4: 228-336.
Abstract
Classroom examples are used to argue that lowering at least one of the four barriers to meaningful instruction for learners with limited English proficiency (ie, cognitive load, culture load, language load, & learning load) can trigger a "yearning goad," the desire to learn & do well. Teachers' practices in the classroom are examined & practical suggestions are offered to help them create meaningful learning opportunities & motivate students. 16 References. D. Ayoun
Record 6
Quintero,Josefina. 2006. Cultural Contexts in the English Classroom. Ikala, revista de lenguaje y cultura, 11.17: 151-177.
Abstract
Learning a foreign language is also learning how to discover and to value other cultures in relation to one's own. Educational policies in Colombia promote meaningful learning experiences starting from the curriculum design inside the Institutional Educational Project-IEP. This article presents the results of a project aimed at integrating the curriculum and English learning with the student's cultural context. Adapted from the source document
Record 7
Shaaban,Kassim; Ghaith,Ghazi. 2005. The Theoretical Relevance and Efficacy of Using Cooperative Learning in the ESL/EFL Classroom. TESL Reporter, 38.2: 14-28.
Abstract
The theoretical relevance & possible applications of cooperative learning (CL) in second language instruction are assessed. Following a survey of existing literature on CL, the various CL models - with specific references to author, date, & primary application - are presented in a synoptic table adapted from D. W. Johnson's et al (2000). A brief characterization of each is provided: (1) learning together, (2) teams-games-tournaments (TGT), (3) group investigation (GI), (4) constructive controversy (CC), (5) jigsaw procedure, (6) student teams-achievement division (STAD), (7) complex instruction (CI), (8) team accelerated instruction (TAI), (9) cooperative learning structures, & (10) cooperative integrated reading & composition (CIRC). Research shows the effectiveness of CL in developing students' positive attitudes toward the learning process & other learners & supports its use as a valuable instructional approach with the potential to promote meaningful learning. Empirical evidence is especially strong for the STAD method, which facilitates second language learners' acquisition of target language rules & mechanics better than individual-oriented instruction. A sample lesson plan for STAD is included. 1 Table, 1 Appendix, 43 References. Z. Dubiel
Record 8
Uribe Polo,Alejandra Patricia. 2007. Course Design and Evaluation in English Teaching at the Preschool Level. Lenguaje, 35.1: 147-186.
Abstract
This article shows the results of a research project that took place in the "Jardin Infantil Taller de Anik" about the design, implementation & evaluation of a curricular proposal for English teaching in kindergarten. The theoretical references were the developmental stages in children between eight months & five years old, the pedagogical principles for pre-school level, foreign language teaching to children from four to five years old & the principles of meaningful learning through pedagogical projects. The methodology that was used, followed the stages of action-research proposed by Lewin in 1947. Throughout the development of the research, it was possible to identify the main activities & materials that can be used in English classes with the students of kindergarten in a monolingual context & how the English syllabus of the institution can be organized. Finally, this research shows the importance of action-research for improving educational practices. Appendixes, References. Adapted from the source document
Dwight Atkinson. 1999. TESOL and Culture. TESOL Quarterly, Vol. 33, No. 4: 625-654. Stable URL: http://www.jstor.org/stable/3587880
Abstract
Culture is a central yet underexamined concept in TESOL. In comparison to other fields such as anthropology and cultural studies, there has been little serious discussion and critique of the concept in TESOL over the last two decades. This article offers a reassessment of the notion of culture in TESOL, taking recent work in critical anthropology and cultural studies, and to a lesser degree TESOL itself, as a starting point. It proposes a revised view of culture that is intended to serve TESOL practitioners into the 21st century, or that can at least provide a takeoff point from which such a view may be developed.
Record 2
Cartes-Enriquez, Ninette, and M. Edith Larenas-San Martin. 2002. Orality in the Intelligent Classroom, via Computer. Estudios de Linguistica Aplicada, 20.36: 39-52.
Abstract
This is a quasi-experimental research project, the main objective of which is to develop the acquisition of English as an L2 in the fields of didactics & educational technology as applied to critical thinking. This work arises from the need to develop oral capabilities among university students who have studied English for 2 years in the University of Concepcion & still lack fluency, spontaneity, cohesion, adequate lexicon, & grammatical structures. The methodology is used to stress the communicative-interactive approach in hybrid classes assisted by the computer to develop meaningful learning. The research design consisted of a pretest, an assessment of the development of linguistic & cognitive strategies, & a posttest. Quantitative & qualitative evaluations were used to draw conclusions about language acquisition. 2 Tables, 22 References. Adapted from the source document
Record 3
Cleghorn, Ailie, and Marissa Rollnick. 2002. The Role of English in Individual and Societal Development: A View from African Classrooms. TESOL Quarterly, 36.3: 347-372.
Abstract
This article discusses sociocultural & other theoretical aspects of the language-in-education debate in light of their practical implications for language policy & teacher education in linguistically diverse school settings. We draw on studies carried out in African classrooms where subjects such as science were being taught via English, an L2 for most learners. Studies indicate that code switching offers an economical resource for constructing meaning in classrooms where teachers & learners can use the same home or local language. Language use within the classroom is thus seen in terms of the need to communicate meaning with the goal of ensuring access to knowledge & thereby fostering individual development. We suggest that meaningful learning contexts are likely to increase the motivation to learn English, ultimately fostering societal development within the larger global context. The article concludes with a call for the TESOL field to identify the full potential of code switching & categorize its functions so that teachers may be helped to use it purposefully. 1 Figure, 97 References. Adapted from the source document
Record 4
Evans,Simon. Graphic Organisers for Japanese Readers of Expository Texts in English. 2003. ICU Language Research Bulletin, 18: 1-17.
Abstract
This paper aims to establish a rationale for the use of graphic organizers in the second language classroom, with particular reference to the Japanese context. Part 1 examines background issues related to reading, including the cognitive reading process, the problems posed by expository text, & the difficulties that Japanese readers of English have, before moving on to look at learner styles & memory. In Part 2, the general value of pictorials is discussed before looking at one specific group of pictorials known as "graphic organizers." It is suggested that having students produce their own graphic representations of expository text can address a greater range of learner styles, lead to meaningful learning, & improve recall of information. 2 Figures, 4 Appendixes, 43 References. Adapted from the source document
Record 5
Meyer,Lois M.2000. Barriers to Meaningful Instruction for English Learners. Theory into Practice, 39.4: 228-336.
Abstract
Classroom examples are used to argue that lowering at least one of the four barriers to meaningful instruction for learners with limited English proficiency (ie, cognitive load, culture load, language load, & learning load) can trigger a "yearning goad," the desire to learn & do well. Teachers' practices in the classroom are examined & practical suggestions are offered to help them create meaningful learning opportunities & motivate students. 16 References. D. Ayoun
Record 6
Quintero,Josefina. 2006. Cultural Contexts in the English Classroom. Ikala, revista de lenguaje y cultura, 11.17: 151-177.
Abstract
Learning a foreign language is also learning how to discover and to value other cultures in relation to one's own. Educational policies in Colombia promote meaningful learning experiences starting from the curriculum design inside the Institutional Educational Project-IEP. This article presents the results of a project aimed at integrating the curriculum and English learning with the student's cultural context. Adapted from the source document
Record 7
Shaaban,Kassim; Ghaith,Ghazi. 2005. The Theoretical Relevance and Efficacy of Using Cooperative Learning in the ESL/EFL Classroom. TESL Reporter, 38.2: 14-28.
Abstract
The theoretical relevance & possible applications of cooperative learning (CL) in second language instruction are assessed. Following a survey of existing literature on CL, the various CL models - with specific references to author, date, & primary application - are presented in a synoptic table adapted from D. W. Johnson's et al (2000). A brief characterization of each is provided: (1) learning together, (2) teams-games-tournaments (TGT), (3) group investigation (GI), (4) constructive controversy (CC), (5) jigsaw procedure, (6) student teams-achievement division (STAD), (7) complex instruction (CI), (8) team accelerated instruction (TAI), (9) cooperative learning structures, & (10) cooperative integrated reading & composition (CIRC). Research shows the effectiveness of CL in developing students' positive attitudes toward the learning process & other learners & supports its use as a valuable instructional approach with the potential to promote meaningful learning. Empirical evidence is especially strong for the STAD method, which facilitates second language learners' acquisition of target language rules & mechanics better than individual-oriented instruction. A sample lesson plan for STAD is included. 1 Table, 1 Appendix, 43 References. Z. Dubiel
Record 8
Uribe Polo,Alejandra Patricia. 2007. Course Design and Evaluation in English Teaching at the Preschool Level. Lenguaje, 35.1: 147-186.
Abstract
This article shows the results of a research project that took place in the "Jardin Infantil Taller de Anik" about the design, implementation & evaluation of a curricular proposal for English teaching in kindergarten. The theoretical references were the developmental stages in children between eight months & five years old, the pedagogical principles for pre-school level, foreign language teaching to children from four to five years old & the principles of meaningful learning through pedagogical projects. The methodology that was used, followed the stages of action-research proposed by Lewin in 1947. Throughout the development of the research, it was possible to identify the main activities & materials that can be used in English classes with the students of kindergarten in a monolingual context & how the English syllabus of the institution can be organized. Finally, this research shows the importance of action-research for improving educational practices. Appendixes, References. Adapted from the source document
Research Findings: Autonomy
Clement, Roger. 1986. Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology 5.271-290.
Abstract:
The present study investigates the relationship between language
status and individual differences in attitudes and motivation as they relate to
proficiency and acculturation in a second language. All respondents were Francophone
university students with either a minority (n = 110) or a majority background
(n = 183). They were requested to fill out a questionnaire including measures of ethnolinguistic vitality, attitudes and motivation as well as to participate in an interview aimed at assessing their oral proficiency in English asa second language. Analyses of the data show that minority group members evidence more self-confidence in their ability to use the second language and greater proficiency in the second language than majority group members. Level of acculturation was a function of proficiency in the second language and an interactive function of language status and frequency of contact. Correlational analyses revealed that proficiency and acculturation were most strongly associated with self-confidence. Attitudes and motivation neither had an important influence on language outcome nor were they influenced by language status. These results are discussed for their theoretical implications and with referelice to second language education programmes.
Cohen, Andrew D. 2004. Strategies-based instruction for second language learners. NASSP Bulletin 84.10-18.
Abstract:
The goal of strategies-based instruction is to help learners become
more responsible for their efforts to learn and use the target language.
It also aims to help them become more effective learners by allowing
them to individualize the language learning experience. Teachers who
have used this approach report their students become more efficient in
completing classroom language tasks, take more responsibility for
directing their own learning outside class, and gain more confidence in
their ability to learn and use the target language.
Cotterall, Sara. 1995. Readiness for autonomy: Investigating learner beliefs. System 23.195-205.
Abstract:
The promotion of autonomous approaches to language learning is justified on ideological, psychological and economic grounds (Crabbe, 1993: p. 443). This paper argues that before any intervention occurs, it is necessary to gauge learners' readiness for the changes in behaviour and beliefs which autonomy implies. Firstly the paper presents data on learner beliefs collected in a study which involved the development and administration of a questionnaire on learner beliefs about language learning. Factor analysis of subjects' responses to the questionnaire revealed the existence of six dimensions underlying the responses. The paper then discusses each factor in turn, examining the claims that have been made in the literature about the role that factor plays in language learning and exploring the hypothesized relationship of each factor to autonomous language learning behaviour. The paper concludes by reiterating the importance of investigating the beliefs which learners hold. These beliefs are likely to reflect learners' "readiness" for autonomy.
Csizer, Kata, Kormos, Judit, Menyhart, Adrien, and Torok, Dora. 2008. "Great Expectations": The motivational profile of Hungarian English language students. Arts and Humanities in Higher Education 7.65-82.
Abstract:
In this article we investigate what characterizes the language learning motivation
of Hungarian English language students in terms of Dörnyei and Ottó’s process
model of motivation (Motivation in Action, 1998). We used a mixed-method
research design, in which qualitative interviews conducted with 20 students were
supplemented with questionnaire data gained from 100 participants in order to
have a better understanding of the apparent discrepancy between students’ and
society’s expectations of teaching English Language at tertiary level and the
present educational system in Hungary. The ambivalent nature of English
language students’ motivational profile was found to reflect this situation. The
interview data revealed that the respondents had very favourable motivational
characteristics but they did not invest sufficient energy in maintaining and
improving their language competence. This is explained with reference to a low
level of learner autonomy primarily caused by teacher-centered instruction.
Little, David. 1995. Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System 23. 175-181.
Abstract:
This article is concerned with learner autonomy in formal language learning contexts
(schools, colleges and universities). It begins with some general reflections on the
nature of learner autonomy and goes on to consider how autonomy is to be fostered,
focusing first on learning strategies and learner training and then on the pedagogical dialogue and the role of the teacher. It argues that while learning strategies and learner training can play an important supporting role in the development of learner autonomy, the decisive factor will always be the nature of the pedagogical dialogue; and that since learning arises from interaction and interaction is characterized by interdependence, the development of autonomy in learners presupposes the development of autonomy in teachers. The article concludes by briefly summarizing the implications of this argument for teacher education.
Littlewood, William. 1996. "Autonomy": An anatomy and a framework. System 24.427-435.
Abstract:
This article examines the components that make up autonomy in language
learning. At the core of the notion of autonomy are the learners’ ability and
willingness to make choices independently. In foreign language learning contexts,
we are concerned mainly with helping learners to make and carry out
choices in three domains: communication, learning and (by processes of transfer)
their personal life. In this article, these components and domains of autonomy
serve as the basis of a conceptual framework for coordinating our strategies
for helping learners to develop autonomy. Since the goal of language teaching
(and indeed all education) is to develop independent capacities in relevant
domains, this framework can also be seen as underlying our overall teaching
methodology. Copyright 0 1996 Elsevier Science Ltd.
Railton, Diane, and Watson, Paul. 2005. Teaching autonomy: "Reading groups" and the development of autonomous learning practices. Active Learning in Higher Education 6.182-193.
Abstract:
A key factor in the transition to university is the enculturation of new students into both the discipline they are studying and effective study practices. Most significantly, students, whatever their chosen discipline, must learn to become autonomous learners. Too often this process is either left to chance or seen as a natural attribute of the higher education learning system rather than a particular skill that must be learnt and can be taught. In this article we discuss one particular approach to designing ‘structured autonomy’ into a first year core media studies module. We argue that the notion of autonomy needs to be considered as a central component of learning, teaching and assessment strategies and, moreover, that an integrated approach towards these factors has the additional benefit of contributing towards a more holistic first year experience for students.
Sanpresert, Navaporn. 2010. The navigation of a course management system to enhance autonomy in learning English as a foreign language. System 38.109-123.
Abstract:
This study investigated the extent to which learner autonomy could be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose was to identify whether there was evidence that such an intervention brought about changes in the students’ perception and practice in relation to their autonomous learning. The research engaged two groups of Thai university students who enrolled on an English Foundation course. In the Thai educational context, cultural influences and normal educational practices are obstacles to the promotion of autonomous learning. The prevailing characteristics attributed to Thai learners are that they are obedient, uncritical and unwilling to challenge the authority of teachers. To promote autonomous learning in Thailand is, therefore, a challenge. The research makes use of both qualitative and quantitative methods. The data from questionnaires and student learning journals suggest that the course management system plays a prominent role in the creation and development of four aspects of learner autonomy. These are autonomous perception, autonomous behaviour, autonomous strategy and interdependence.
Vandiver, Donna M. and Walsh, Jeffrey A. 2010. Assessing autonomous learning in research methods courses: Implementing the student-driven research project. Active Learning in Higher Education 11.31-42.
Abstract:
As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching–
learning issue addressed here incorporates active learning teaching strategies with autonomous student learning. The strategy was implemented in research methods courses with inherently complex material not conducive to passive teaching and learning strategies. This work implemented a pre/post-test assessment of
undergraduate students in a research methods course who participated in a semester-long tiered-assignment research project. Findings suggest that students’ learning preferences increased over the semester for each type inquired; students felt, upon completion of the semester, that they could conduct a research project if asked to do so; their interest in research methods and appreciation for the subject increased over the semester; and they enjoyed learning about their peers’ behavior.
White, Cynthia. 1995. Autonomy and strategy use in distance language learning: Research findings. System 23.207-221.
Abstract:
The predominant context for strategy research over the last two decades has been
language learning situated in a conventional classroom environment. The strategies learners use in self-instruction contexts and the degree of autonomy they exercise to develop foreign language skills without the help of a teacher or learning group have received little attention. This paper examines results from a comparative study of the strategies of distance and classroom foreign language learners (French, German, Japanese and Chinese) enrolled in a dual-mode institution. Data on strategy use is gathered through a questionnaire(N = 417) and one kind of verbal report procedure, the yoked subject technique (N = 37), and is analysed using a refined version of the metacognitive, cognitive, social and affective model (O'Malley and Chamot, 1990). Results indicate that mode of study is the predominant influence on metacognitive dimensions of strategy use, ahead of age and level of study. The distinctive use of metacognitive strategies, particularly selfmanagement strategies, by distance learners is illustrated using extracts from the verbal reports, and the discussion focuses on the contribution made by such strategies to the development of autonomy in language learning.
Most Helpful:
In my estimation, the most helpful article to TESOL professionals would be David Little's article on the interdependence of learner and teacher autonomy. Some of the articles I found focused on a basic understanding of autonomy and what it means, others pinpointed very specific aspects of autonomy to explore in-depth. This article is great because it looks at what autonomy means in a language-learning setting first and foremost. From there the article explores how autonomy is motivated and fostered in students--which is where it needs to blossom--but then addresses the role of the teacher and teacher-student dialogue in really fostering and encouraging that autonomy to grow. This article is informational and instructive with applications for employing this teaching strategy. I think it's useful and practical for studying and working TESOL professionals.
Abstract:
The present study investigates the relationship between language
status and individual differences in attitudes and motivation as they relate to
proficiency and acculturation in a second language. All respondents were Francophone
university students with either a minority (n = 110) or a majority background
(n = 183). They were requested to fill out a questionnaire including measures of ethnolinguistic vitality, attitudes and motivation as well as to participate in an interview aimed at assessing their oral proficiency in English asa second language. Analyses of the data show that minority group members evidence more self-confidence in their ability to use the second language and greater proficiency in the second language than majority group members. Level of acculturation was a function of proficiency in the second language and an interactive function of language status and frequency of contact. Correlational analyses revealed that proficiency and acculturation were most strongly associated with self-confidence. Attitudes and motivation neither had an important influence on language outcome nor were they influenced by language status. These results are discussed for their theoretical implications and with referelice to second language education programmes.
Cohen, Andrew D. 2004. Strategies-based instruction for second language learners. NASSP Bulletin 84.10-18.
Abstract:
The goal of strategies-based instruction is to help learners become
more responsible for their efforts to learn and use the target language.
It also aims to help them become more effective learners by allowing
them to individualize the language learning experience. Teachers who
have used this approach report their students become more efficient in
completing classroom language tasks, take more responsibility for
directing their own learning outside class, and gain more confidence in
their ability to learn and use the target language.
Cotterall, Sara. 1995. Readiness for autonomy: Investigating learner beliefs. System 23.195-205.
Abstract:
The promotion of autonomous approaches to language learning is justified on ideological, psychological and economic grounds (Crabbe, 1993: p. 443). This paper argues that before any intervention occurs, it is necessary to gauge learners' readiness for the changes in behaviour and beliefs which autonomy implies. Firstly the paper presents data on learner beliefs collected in a study which involved the development and administration of a questionnaire on learner beliefs about language learning. Factor analysis of subjects' responses to the questionnaire revealed the existence of six dimensions underlying the responses. The paper then discusses each factor in turn, examining the claims that have been made in the literature about the role that factor plays in language learning and exploring the hypothesized relationship of each factor to autonomous language learning behaviour. The paper concludes by reiterating the importance of investigating the beliefs which learners hold. These beliefs are likely to reflect learners' "readiness" for autonomy.
Csizer, Kata, Kormos, Judit, Menyhart, Adrien, and Torok, Dora. 2008. "Great Expectations": The motivational profile of Hungarian English language students. Arts and Humanities in Higher Education 7.65-82.
Abstract:
In this article we investigate what characterizes the language learning motivation
of Hungarian English language students in terms of Dörnyei and Ottó’s process
model of motivation (Motivation in Action, 1998). We used a mixed-method
research design, in which qualitative interviews conducted with 20 students were
supplemented with questionnaire data gained from 100 participants in order to
have a better understanding of the apparent discrepancy between students’ and
society’s expectations of teaching English Language at tertiary level and the
present educational system in Hungary. The ambivalent nature of English
language students’ motivational profile was found to reflect this situation. The
interview data revealed that the respondents had very favourable motivational
characteristics but they did not invest sufficient energy in maintaining and
improving their language competence. This is explained with reference to a low
level of learner autonomy primarily caused by teacher-centered instruction.
Little, David. 1995. Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System 23. 175-181.
Abstract:
This article is concerned with learner autonomy in formal language learning contexts
(schools, colleges and universities). It begins with some general reflections on the
nature of learner autonomy and goes on to consider how autonomy is to be fostered,
focusing first on learning strategies and learner training and then on the pedagogical dialogue and the role of the teacher. It argues that while learning strategies and learner training can play an important supporting role in the development of learner autonomy, the decisive factor will always be the nature of the pedagogical dialogue; and that since learning arises from interaction and interaction is characterized by interdependence, the development of autonomy in learners presupposes the development of autonomy in teachers. The article concludes by briefly summarizing the implications of this argument for teacher education.
Littlewood, William. 1996. "Autonomy": An anatomy and a framework. System 24.427-435.
Abstract:
This article examines the components that make up autonomy in language
learning. At the core of the notion of autonomy are the learners’ ability and
willingness to make choices independently. In foreign language learning contexts,
we are concerned mainly with helping learners to make and carry out
choices in three domains: communication, learning and (by processes of transfer)
their personal life. In this article, these components and domains of autonomy
serve as the basis of a conceptual framework for coordinating our strategies
for helping learners to develop autonomy. Since the goal of language teaching
(and indeed all education) is to develop independent capacities in relevant
domains, this framework can also be seen as underlying our overall teaching
methodology. Copyright 0 1996 Elsevier Science Ltd.
Railton, Diane, and Watson, Paul. 2005. Teaching autonomy: "Reading groups" and the development of autonomous learning practices. Active Learning in Higher Education 6.182-193.
Abstract:
A key factor in the transition to university is the enculturation of new students into both the discipline they are studying and effective study practices. Most significantly, students, whatever their chosen discipline, must learn to become autonomous learners. Too often this process is either left to chance or seen as a natural attribute of the higher education learning system rather than a particular skill that must be learnt and can be taught. In this article we discuss one particular approach to designing ‘structured autonomy’ into a first year core media studies module. We argue that the notion of autonomy needs to be considered as a central component of learning, teaching and assessment strategies and, moreover, that an integrated approach towards these factors has the additional benefit of contributing towards a more holistic first year experience for students.
Sanpresert, Navaporn. 2010. The navigation of a course management system to enhance autonomy in learning English as a foreign language. System 38.109-123.
Abstract:
This study investigated the extent to which learner autonomy could be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose was to identify whether there was evidence that such an intervention brought about changes in the students’ perception and practice in relation to their autonomous learning. The research engaged two groups of Thai university students who enrolled on an English Foundation course. In the Thai educational context, cultural influences and normal educational practices are obstacles to the promotion of autonomous learning. The prevailing characteristics attributed to Thai learners are that they are obedient, uncritical and unwilling to challenge the authority of teachers. To promote autonomous learning in Thailand is, therefore, a challenge. The research makes use of both qualitative and quantitative methods. The data from questionnaires and student learning journals suggest that the course management system plays a prominent role in the creation and development of four aspects of learner autonomy. These are autonomous perception, autonomous behaviour, autonomous strategy and interdependence.
Vandiver, Donna M. and Walsh, Jeffrey A. 2010. Assessing autonomous learning in research methods courses: Implementing the student-driven research project. Active Learning in Higher Education 11.31-42.
Abstract:
As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching–
learning issue addressed here incorporates active learning teaching strategies with autonomous student learning. The strategy was implemented in research methods courses with inherently complex material not conducive to passive teaching and learning strategies. This work implemented a pre/post-test assessment of
undergraduate students in a research methods course who participated in a semester-long tiered-assignment research project. Findings suggest that students’ learning preferences increased over the semester for each type inquired; students felt, upon completion of the semester, that they could conduct a research project if asked to do so; their interest in research methods and appreciation for the subject increased over the semester; and they enjoyed learning about their peers’ behavior.
White, Cynthia. 1995. Autonomy and strategy use in distance language learning: Research findings. System 23.207-221.
Abstract:
The predominant context for strategy research over the last two decades has been
language learning situated in a conventional classroom environment. The strategies learners use in self-instruction contexts and the degree of autonomy they exercise to develop foreign language skills without the help of a teacher or learning group have received little attention. This paper examines results from a comparative study of the strategies of distance and classroom foreign language learners (French, German, Japanese and Chinese) enrolled in a dual-mode institution. Data on strategy use is gathered through a questionnaire(N = 417) and one kind of verbal report procedure, the yoked subject technique (N = 37), and is analysed using a refined version of the metacognitive, cognitive, social and affective model (O'Malley and Chamot, 1990). Results indicate that mode of study is the predominant influence on metacognitive dimensions of strategy use, ahead of age and level of study. The distinctive use of metacognitive strategies, particularly selfmanagement strategies, by distance learners is illustrated using extracts from the verbal reports, and the discussion focuses on the contribution made by such strategies to the development of autonomy in language learning.
Most Helpful:
In my estimation, the most helpful article to TESOL professionals would be David Little's article on the interdependence of learner and teacher autonomy. Some of the articles I found focused on a basic understanding of autonomy and what it means, others pinpointed very specific aspects of autonomy to explore in-depth. This article is great because it looks at what autonomy means in a language-learning setting first and foremost. From there the article explores how autonomy is motivated and fostered in students--which is where it needs to blossom--but then addresses the role of the teacher and teacher-student dialogue in really fostering and encouraging that autonomy to grow. This article is informational and instructive with applications for employing this teaching strategy. I think it's useful and practical for studying and working TESOL professionals.
Language Ego & Willingness to Communicate
References
1 of 10
Compton, Lily. 2007. The impact of content and context on international teaching assistants' willingness to communicate in the language classroom. TESL-EJ: Teaching English as a Second or Foreign Language 10. [np].
Abstract
This study compared the experiences of small groups of female Japanese
university students communicating in English to solve tasks using
online chat with those who solved the same tasks in face-to-face
settings using spoken language. The groups were compared using a
counterbalanced research design so that the nine groups consisting of
four participants each took part in solving tasks in both the online
mode and the traditional face-to-face setting. Data gathered from
questionnaires, along with an analysis of the discourse produced by
students, led to the conclusion that under the conditions in the
study, online chatting provided a more comfortable environment,
enhancing students' willingness to communicate. Regarding benefits to
the language teacher, online chat provides another fruitful tool to
enhance interaction in the target language. Tables, Figures,
References. Adapted from the source document
2 of 10
Ekkens, Kristin, and Paula Winke. 2009. Evaluating workplace english language programs. Language Assessment Quarterly 6. 265-87.
Abstract
Companies across the United States provide workplace English classes
to non-native-English-speaking employees to increase productivity,
retention, and on-the-job safety. Institutions that financially
support the programs often require evidence of learning through
standardized tests as a prerequisite for continued funding. However,
the tests present challenges. It is often hard to find accepted tests
that match the highly customized content and level of the classes. It
is not clear if the learners can adequately demonstrate their learning
as measured by standardized assessments, or if alternative assessments
could contribute more meaningfully to their estimations of learning.
In this study, 21 learners in a 10-week workplace English course took
standardized pre- and posttests of listening and reading proficiency.
The participants' learning was also measured qualitatively by learning
journals. Paired correlations and a paired samples t test applied to
the learners' scores on the standardized tests demonstrate that the
learners did not perform significantly better after 30 hours of
instruction. However, the learning journals demonstrated considerable
learning gains, especially in terms of increased motivation,
confidence, willingness to communicate, and job satisfaction.
Discussed are reasons behind the discrepancies between the two forms
of testing and implications for funding agencies and workplace English
language programs alike. Adapted from the source document
3 of 10
Freiermuth, Mark, and Douglas Jarrell. 2006. Willingness to communicate: Can online chat help? International Journal of Applied Linguistics 16. 189-212.
Abstract
This study compared the experiences of small groups of female Japanese
university students communicating in English to solve tasks using
online chat with those who solved the same tasks in face-to-face
settings using spoken language. The groups were compared using a
counterbalanced research design so that the nine groups consisting of
four participants each took part in solving tasks in both the online
mode and the traditional face-to-face setting. Data gathered from
questionnaires, along with an analysis of the discourse produced by
students, led to the conclusion that under the conditions in the
study, online chatting provided a more comfortable environment,
enhancing students' willingness to communicate. Regarding benefits to
the language teacher, online chat provides another fruitful tool to
enhance interaction in the target language. Tables, Figures,
References. Adapted from the source document
4 of 10
Herbert, Jeannie. 2006. Indigenous learners, language and identity: Implications for educators. TESOL in Context 16. 72-85.
Abstract
Anecdotes from the life experiences of Herbert & other Indigenous
people of Australia are recounted to clarify the tension in which
teachers of Aboriginal students must operate, as accountability to
students involves both (1) the insistence of educational authorities
on achievement of benchmarks, including proficiency in Standard
Australian English, & (2) the needs of students from families that
have suffered for generations from maximally intrusive government
practices, isolating family members from one another & creating
language diversity within families as different members learn to speak
creoles, varieties of Aboriginal English, or Standard Australian
English. To enable Indigenous students to empower themselves, schools
must be open to the community, engaging with it to engender mutual
trust & respect & integrating Indigenous community
perspectives into every part of the educational structure. In this
context of "equality of regard," language teaching must
reflect respect for the language abilities of students & their
communities & willingness to engage with the community in
curriculum development as a reciprocal process. References. J.
Hitchcock
5 of 10
Ives, Debra. 2004. The influence of task design and delivery on linguistic performance. TESOL in Context 14. 3-9.
Abstract
Drawn from a larger study focused on exploring the task-based dialogic
interactions of three pairs each consisting of a native speaker of
English (NS) & a non-native speaker of English (NNS), this article
uses a case study approach to describe the linguistic performance of
one Year Six ESL student as he worked with a partner on two widely
used language-based activities, namely information gap &
dictogloss. In classroom activities & discussions, ESL students
not only present the content of their contributions for appraisal,
they also hold up their use of language itself. Mariani (1997)
proposes that language learners' willingness to take linguistic risks
varies according to the balance of challenge & support experienced
by an individual at a specific point in time. He suggests that
language learning only occurs when students are exposed to activities
that carefully balance high levels of challenge with high levels of
support (Mariani, 1997). This article reveals that one ESL student's
linguistic performance differed markedly across two tasks. The
influence of the design & delivery of the two activities is
discussed as are the pedagogical implications. 7 References. Adapted
from the source document
6 of 10
Kobayashi, Yoko. 2009. Accessibility of the sojourn experience and its impact on second language study, education, and research. JALT Journal 31. 251-9.
Abstract
Although opting to study abroad individually or collectively is one of
the decisions potential study abroad (SA) students have to make, the
choice faced by students is not adequately researched in the extant
SLA literature. I report a small-scale statistical comparison between
participants of custom-designed programs and those who study abroad on
their own. The comparison is conducted in terms of students' perceived
English, sociability willingness to use English, and sense of
fulfillment with the SA experience. The study revealed that students
participating in collective programs rate their English lower and are
less willing to communicate in English. There were no group
differences in sociability or level of satisfaction. The findings are
discussed in relation to the current SA phenomenon characterized by
convenient and diverse modes of access to the SA experience and by the
sometimes nonlinguistic motivation for seeking such experiences.
Adapted from the source document
7 of 10
Paiva,Vera Lucia Menezes de Oliveira e. 2007. Oral skills in english language learning narratives. Trabalhos em Linguistica Aplicada 46. 165-79.
Abstract
This paper, having as support the chaos theory, analyses foreign
language learners' reports on their wishes, frustrations, &
strategies to overcome obstacles during their learning processes. The
corpus of foreign language learning narratives, collected by
researchers in the AMP ALE2 project, reveals learners' willingness to
develop oral skills & their frustrations associated with their
past learning experiences in formal contexts where listening &
speaking activities were not emphasized. References. Adapted from the
source document
8 of 10
Shin, Sarah J. 2009. Negotiating grammatical choices: Academic language learning by secondary ESL students. System 37. 391-402.
Abstract
This paper reports on a part of a year-long investigation into high
school ESL students' academic language development. Eight participants
were pulled out of their intermediate ESL class for weekly 50-minute
sessions with the author for a year. While the main focus of the
sessions was reading news magazine articles for meaning, the author
purposely drew students' attention to potentially difficult
grammatical forms. Four sessions were on sentence-combining strategies
in which the participants practiced rewriting sentences and discussed
their justifications for their grammatical and rhetorical choices.
Multiple solutions were encouraged and the participants negotiated
meaning derived from the various ways of rewriting the sentences.
These sessions were audio-recorded and transcribed, and each
participant's written responses were analyzed for grammatical
accuracy, clarity, and completeness in meaning, and compared with
his/her oral justification. The stronger students in the group
exhibited greater willingness to experiment with different ways of
rewriting sentences and had an 'ear' for what academic English sounded
like. In contrast, the weaker students stumbled on individual words
and had considerable difficulty when presented with multiple
sentences. This paper discusses the critical role of the teacher in
drawing students' attention to form within a meaning-driven,
interactive discussion of academic English. [Copyright Elsevier Ltd.]
9 of 10
Tercanlioglu, Leyla. 2004. Achievement goal theory: A perspective on foreign-language-learners' motivation. TESL Canada Journal/Revue TESL du Canada 21. 34-49.
Abstract
It has long been recognized that varying achievement goals elicit
varying motivational patterns with varying behavioral consequences.
Several sets of contrasting goal orientations have been proposed to
explain differences in language students' achievement behaviors. A
total of 135 3rd-year (N = 54 male; N = 81 female) students in a
preservice English teacher education program participated in this
study of goal orientation. The proposed goal orientations were
measured by adapting the Goal Orientation Scale developed by Skaalvik
(1997) for the L2 learning domain, & students' language
achievement was measured by a TOEFL test. Results indicated that
students placed most emphasis on task mastery goals & that this
was related to language achievement. Task mastery goals are negatively
correlated with work-avoidance. Self-defeating ego orientation is
positively correlated with both work-avoidance & self-enhancing
ego orientation. The analysis also suggested that male students had a
stronger tendency to avoid work. 5 Tables, 1 Figure, 38 References.
Adapted from the source document
10 of 10
Yashima, Tomoko, Lori Zenuk-Nishide, and Kazuaki Shimizu. 2004. The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning 54. 119-52.
Abstract
This article investigates the results & antecedents of willingness
to communicate (WTC) in a second language (L2) through two separate
investigations conducted with Japanese adolescent learners of English.
In the first investigation, involving 160 students, a model was
created based on the hypothesis that WTC results in more frequent
communication in the L2 & that the attitudinal construct
international posture leads to WTC & communication behavior. This
model was tested with structural equation modeling & was found to
fit the data well. The second investigation with 60 students who
participated in a study-abroad program in the United States confirmed
the results of the first. Finally, frequency of communication was
shown to correlate with satisfaction in interpersonal relationships
during the sojourn. 3 Tables, 2 Figures, 2 Appendixes, 49 References.
Adapted from the source document
1 of 10
Compton, Lily. 2007. The impact of content and context on international teaching assistants' willingness to communicate in the language classroom. TESL-EJ: Teaching English as a Second or Foreign Language 10. [np].
Abstract
This study compared the experiences of small groups of female Japanese
university students communicating in English to solve tasks using
online chat with those who solved the same tasks in face-to-face
settings using spoken language. The groups were compared using a
counterbalanced research design so that the nine groups consisting of
four participants each took part in solving tasks in both the online
mode and the traditional face-to-face setting. Data gathered from
questionnaires, along with an analysis of the discourse produced by
students, led to the conclusion that under the conditions in the
study, online chatting provided a more comfortable environment,
enhancing students' willingness to communicate. Regarding benefits to
the language teacher, online chat provides another fruitful tool to
enhance interaction in the target language. Tables, Figures,
References. Adapted from the source document
2 of 10
Ekkens, Kristin, and Paula Winke. 2009. Evaluating workplace english language programs. Language Assessment Quarterly 6. 265-87.
Abstract
Companies across the United States provide workplace English classes
to non-native-English-speaking employees to increase productivity,
retention, and on-the-job safety. Institutions that financially
support the programs often require evidence of learning through
standardized tests as a prerequisite for continued funding. However,
the tests present challenges. It is often hard to find accepted tests
that match the highly customized content and level of the classes. It
is not clear if the learners can adequately demonstrate their learning
as measured by standardized assessments, or if alternative assessments
could contribute more meaningfully to their estimations of learning.
In this study, 21 learners in a 10-week workplace English course took
standardized pre- and posttests of listening and reading proficiency.
The participants' learning was also measured qualitatively by learning
journals. Paired correlations and a paired samples t test applied to
the learners' scores on the standardized tests demonstrate that the
learners did not perform significantly better after 30 hours of
instruction. However, the learning journals demonstrated considerable
learning gains, especially in terms of increased motivation,
confidence, willingness to communicate, and job satisfaction.
Discussed are reasons behind the discrepancies between the two forms
of testing and implications for funding agencies and workplace English
language programs alike. Adapted from the source document
3 of 10
Freiermuth, Mark, and Douglas Jarrell. 2006. Willingness to communicate: Can online chat help? International Journal of Applied Linguistics 16. 189-212.
Abstract
This study compared the experiences of small groups of female Japanese
university students communicating in English to solve tasks using
online chat with those who solved the same tasks in face-to-face
settings using spoken language. The groups were compared using a
counterbalanced research design so that the nine groups consisting of
four participants each took part in solving tasks in both the online
mode and the traditional face-to-face setting. Data gathered from
questionnaires, along with an analysis of the discourse produced by
students, led to the conclusion that under the conditions in the
study, online chatting provided a more comfortable environment,
enhancing students' willingness to communicate. Regarding benefits to
the language teacher, online chat provides another fruitful tool to
enhance interaction in the target language. Tables, Figures,
References. Adapted from the source document
4 of 10
Herbert, Jeannie. 2006. Indigenous learners, language and identity: Implications for educators. TESOL in Context 16. 72-85.
Abstract
Anecdotes from the life experiences of Herbert & other Indigenous
people of Australia are recounted to clarify the tension in which
teachers of Aboriginal students must operate, as accountability to
students involves both (1) the insistence of educational authorities
on achievement of benchmarks, including proficiency in Standard
Australian English, & (2) the needs of students from families that
have suffered for generations from maximally intrusive government
practices, isolating family members from one another & creating
language diversity within families as different members learn to speak
creoles, varieties of Aboriginal English, or Standard Australian
English. To enable Indigenous students to empower themselves, schools
must be open to the community, engaging with it to engender mutual
trust & respect & integrating Indigenous community
perspectives into every part of the educational structure. In this
context of "equality of regard," language teaching must
reflect respect for the language abilities of students & their
communities & willingness to engage with the community in
curriculum development as a reciprocal process. References. J.
Hitchcock
5 of 10
Ives, Debra. 2004. The influence of task design and delivery on linguistic performance. TESOL in Context 14. 3-9.
Abstract
Drawn from a larger study focused on exploring the task-based dialogic
interactions of three pairs each consisting of a native speaker of
English (NS) & a non-native speaker of English (NNS), this article
uses a case study approach to describe the linguistic performance of
one Year Six ESL student as he worked with a partner on two widely
used language-based activities, namely information gap &
dictogloss. In classroom activities & discussions, ESL students
not only present the content of their contributions for appraisal,
they also hold up their use of language itself. Mariani (1997)
proposes that language learners' willingness to take linguistic risks
varies according to the balance of challenge & support experienced
by an individual at a specific point in time. He suggests that
language learning only occurs when students are exposed to activities
that carefully balance high levels of challenge with high levels of
support (Mariani, 1997). This article reveals that one ESL student's
linguistic performance differed markedly across two tasks. The
influence of the design & delivery of the two activities is
discussed as are the pedagogical implications. 7 References. Adapted
from the source document
6 of 10
Kobayashi, Yoko. 2009. Accessibility of the sojourn experience and its impact on second language study, education, and research. JALT Journal 31. 251-9.
Abstract
Although opting to study abroad individually or collectively is one of
the decisions potential study abroad (SA) students have to make, the
choice faced by students is not adequately researched in the extant
SLA literature. I report a small-scale statistical comparison between
participants of custom-designed programs and those who study abroad on
their own. The comparison is conducted in terms of students' perceived
English, sociability willingness to use English, and sense of
fulfillment with the SA experience. The study revealed that students
participating in collective programs rate their English lower and are
less willing to communicate in English. There were no group
differences in sociability or level of satisfaction. The findings are
discussed in relation to the current SA phenomenon characterized by
convenient and diverse modes of access to the SA experience and by the
sometimes nonlinguistic motivation for seeking such experiences.
Adapted from the source document
7 of 10
Paiva,Vera Lucia Menezes de Oliveira e. 2007. Oral skills in english language learning narratives. Trabalhos em Linguistica Aplicada 46. 165-79.
Abstract
This paper, having as support the chaos theory, analyses foreign
language learners' reports on their wishes, frustrations, &
strategies to overcome obstacles during their learning processes. The
corpus of foreign language learning narratives, collected by
researchers in the AMP ALE2 project, reveals learners' willingness to
develop oral skills & their frustrations associated with their
past learning experiences in formal contexts where listening &
speaking activities were not emphasized. References. Adapted from the
source document
8 of 10
Shin, Sarah J. 2009. Negotiating grammatical choices: Academic language learning by secondary ESL students. System 37. 391-402.
Abstract
This paper reports on a part of a year-long investigation into high
school ESL students' academic language development. Eight participants
were pulled out of their intermediate ESL class for weekly 50-minute
sessions with the author for a year. While the main focus of the
sessions was reading news magazine articles for meaning, the author
purposely drew students' attention to potentially difficult
grammatical forms. Four sessions were on sentence-combining strategies
in which the participants practiced rewriting sentences and discussed
their justifications for their grammatical and rhetorical choices.
Multiple solutions were encouraged and the participants negotiated
meaning derived from the various ways of rewriting the sentences.
These sessions were audio-recorded and transcribed, and each
participant's written responses were analyzed for grammatical
accuracy, clarity, and completeness in meaning, and compared with
his/her oral justification. The stronger students in the group
exhibited greater willingness to experiment with different ways of
rewriting sentences and had an 'ear' for what academic English sounded
like. In contrast, the weaker students stumbled on individual words
and had considerable difficulty when presented with multiple
sentences. This paper discusses the critical role of the teacher in
drawing students' attention to form within a meaning-driven,
interactive discussion of academic English. [Copyright Elsevier Ltd.]
9 of 10
Tercanlioglu, Leyla. 2004. Achievement goal theory: A perspective on foreign-language-learners' motivation. TESL Canada Journal/Revue TESL du Canada 21. 34-49.
Abstract
It has long been recognized that varying achievement goals elicit
varying motivational patterns with varying behavioral consequences.
Several sets of contrasting goal orientations have been proposed to
explain differences in language students' achievement behaviors. A
total of 135 3rd-year (N = 54 male; N = 81 female) students in a
preservice English teacher education program participated in this
study of goal orientation. The proposed goal orientations were
measured by adapting the Goal Orientation Scale developed by Skaalvik
(1997) for the L2 learning domain, & students' language
achievement was measured by a TOEFL test. Results indicated that
students placed most emphasis on task mastery goals & that this
was related to language achievement. Task mastery goals are negatively
correlated with work-avoidance. Self-defeating ego orientation is
positively correlated with both work-avoidance & self-enhancing
ego orientation. The analysis also suggested that male students had a
stronger tendency to avoid work. 5 Tables, 1 Figure, 38 References.
Adapted from the source document
10 of 10
Yashima, Tomoko, Lori Zenuk-Nishide, and Kazuaki Shimizu. 2004. The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning 54. 119-52.
Abstract
This article investigates the results & antecedents of willingness
to communicate (WTC) in a second language (L2) through two separate
investigations conducted with Japanese adolescent learners of English.
In the first investigation, involving 160 students, a model was
created based on the hypothesis that WTC results in more frequent
communication in the L2 & that the attitudinal construct
international posture leads to WTC & communication behavior. This
model was tested with structural equation modeling & was found to
fit the data well. The second investigation with 60 students who
participated in a study-abroad program in the United States confirmed
the results of the first. Finally, frequency of communication was
shown to correlate with satisfaction in interpersonal relationships
during the sojourn. 3 Tables, 2 Figures, 2 Appendixes, 49 References.
Adapted from the source document
Tuesday, June 15, 2010
Yuni & Yilmin's medical knowledge of common illness
http://www.palmbeach.k12.fl.us/adultesol/LiteracyFoundations/Health/07.02.pdf
Age: Adults
Proficiency: Intermediate
Institutional Context: EFL
This activity focuses on knowledge of common illness which is necessary to request medical attention. The goal of this task is to help students identify basic illnesses and use appropriate expressions in a certain medical situation.
1. Review parts of the body and introduce vocabulary by modeling "My _____hurts." or " I have a ____.
2. Show pictures of each vocabulary word. Point to each picture saying "He/She has a ______." or "He/She is ______." Student repeat
3. Quiz students as a group by randomly pointing to random pictures.
4. Have students separate word and picture cards. Call out vocabulary words and have students hold up corresponding word or picture card.
5. Divide the class into 2 teams and let students draw picture of vocabulary. Teams identify the vocabulary word, spell it and write it on the board.
For the advanced level learners, we teach them more advanced medical terms (i.e., diarrhea, constipated, depressed, vomiting, and rash) using the same pattern of the activity.
In the context of ESL, we can provide a variety of generic drug names that they can actually use in the pharmacy conversations at the practical level.
Age: Adults
Proficiency: Intermediate
Institutional Context: EFL
This activity focuses on knowledge of common illness which is necessary to request medical attention. The goal of this task is to help students identify basic illnesses and use appropriate expressions in a certain medical situation.
1. Review parts of the body and introduce vocabulary by modeling "My _____hurts." or " I have a ____.
2. Show pictures of each vocabulary word. Point to each picture saying "He/She has a ______." or "He/She is ______." Student repeat
3. Quiz students as a group by randomly pointing to random pictures.
4. Have students separate word and picture cards. Call out vocabulary words and have students hold up corresponding word or picture card.
5. Divide the class into 2 teams and let students draw picture of vocabulary. Teams identify the vocabulary word, spell it and write it on the board.
For the advanced level learners, we teach them more advanced medical terms (i.e., diarrhea, constipated, depressed, vomiting, and rash) using the same pattern of the activity.
In the context of ESL, we can provide a variety of generic drug names that they can actually use in the pharmacy conversations at the practical level.
Bad Fruit: A Shoppers' Nightmare - Katie & Jason
http://iteslj.org/c/games.html
Ages: 6-12
Proficiency Level: Beginner
Institutional Context: EFL
The goal of this activity is to have the students "purchase" as much produce (or other items) as possible. The teacher divides the students into two groups: shoppers and clerks. The clerks set up their produce stands and cash registers. The shoppers are given a lot of currency and a basket. Each shopper starts at an empty stand and when the activity begins they try to purchase as many items as possible. The prices for each item, for beginner, are set to one unit of currency. As time progresses the instructor hits a bell to indicate a stop to the purchasing of items. Then the teacher names one item and if a student owns that item he/she must empty their basket of all items and start over with less money. This continues until the student with the most products wins. Then the students switch roles.
One way to modify this for intermediate proficiency students is to have the clerks set their own price for their stands. Then you have the students ask two questions about the product before they purchase it. For example, they could ask "How much does it cost?" The students could then find which clerk has the best price for the item.
The modifications we would make for a older age level would be to have the clerks selling furniture instead of produce. There will now be three groups of students: Clerk, Shopper, and a delivery man. Each clerk would have a set of furniture cards to show to the shoppers. Then the shoppers would have X amount of currency and would purchase the furniture after asking two questions about it. Next, the shoppers would have to coordinate with a delivery man to get their furniture taken to their home. The student who gets the most furniture delivered first wins. The teacher can act as a thief that can steal one type of furniture at set intervals. This modification would also be better suited for advanced proficiency levels in ESL settings.
Ages: 6-12
Proficiency Level: Beginner
Institutional Context: EFL
The goal of this activity is to have the students "purchase" as much produce (or other items) as possible. The teacher divides the students into two groups: shoppers and clerks. The clerks set up their produce stands and cash registers. The shoppers are given a lot of currency and a basket. Each shopper starts at an empty stand and when the activity begins they try to purchase as many items as possible. The prices for each item, for beginner, are set to one unit of currency. As time progresses the instructor hits a bell to indicate a stop to the purchasing of items. Then the teacher names one item and if a student owns that item he/she must empty their basket of all items and start over with less money. This continues until the student with the most products wins. Then the students switch roles.
One way to modify this for intermediate proficiency students is to have the clerks set their own price for their stands. Then you have the students ask two questions about the product before they purchase it. For example, they could ask "How much does it cost?" The students could then find which clerk has the best price for the item.
The modifications we would make for a older age level would be to have the clerks selling furniture instead of produce. There will now be three groups of students: Clerk, Shopper, and a delivery man. Each clerk would have a set of furniture cards to show to the shoppers. Then the shoppers would have X amount of currency and would purchase the furniture after asking two questions about it. Next, the shoppers would have to coordinate with a delivery man to get their furniture taken to their home. The student who gets the most furniture delivered first wins. The teacher can act as a thief that can steal one type of furniture at set intervals. This modification would also be better suited for advanced proficiency levels in ESL settings.
Fat, Ugly, and Snobby
"Describing Appearances & Characteristics of People"
Click here to go to the page and find the activity titled above.
A student describes a photograph of a person provided by the teacher.
The activity is appropriate for various age levels.
In the beginner proficiency level, covered areas include physical descriptions such as sex (male/female), major body parts (head, arm, etc.), colors (of hair, clothing, etc.).
In the intermediate level, descriptions become more specific. Examples would include more detailed descriptions (height, body type, etc.).
In the advanced level, descriptions become even more descriptive, including concepts like such as facial expressions, advanced vocabulary (types of clothing, less common adjectives, etc.), and inferences personality, education, profession, and economic status.
In the context of ESL, vocabulary will be centered more on the immediate community, especially community leaders and civil servants.
In the context of EFL, vocabulary will be more general.
Click here to go to the page and find the activity titled above.
A student describes a photograph of a person provided by the teacher.
The activity is appropriate for various age levels.
In the beginner proficiency level, covered areas include physical descriptions such as sex (male/female), major body parts (head, arm, etc.), colors (of hair, clothing, etc.).
In the intermediate level, descriptions become more specific. Examples would include more detailed descriptions (height, body type, etc.).
In the advanced level, descriptions become even more descriptive, including concepts like such as facial expressions, advanced vocabulary (types of clothing, less common adjectives, etc.), and inferences personality, education, profession, and economic status.
In the context of ESL, vocabulary will be centered more on the immediate community, especially community leaders and civil servants.
In the context of EFL, vocabulary will be more general.
Contextualizing Activities - Erica and Allison
Our activity
We selected "Happy Hopliday Hootinanny" from Dave's ESL Cafe. We're henceforth going to call it Holiday Charades. This activity essentially asks students to act out in groups different holidays from cards they draw. There is a word bank of holidays on the board. The cards list the holiday and activities related to its celebration. Each team must act out what is on the card, and points are given and taken away based on correct guesses, good acting, etc.
We feel this activity would be appropriate for students school age and up into adulthood. It could also be used in any setting. The proficiency level is appropriate to at least intermediate students and beyond. It might be difficult for beginning level students because of the vocabulary and exposure to the specific holidays.
For advanced learners, you could remove the listing of activities from the card, leaving only the holiday name. This way the students demonstrating cultural awareness as well as literal understanding of the language.
For very beginning level learners, we would modify this activity to involve physical activities instead of holidays. For example, the students would play charades while practicing the basic vocabulary for physical activities like jumping, standing, sitting, walking, etc.
In terms of institutional setting, this activity might vary depending on ESL vs. EFL settings. The original activity called for the teacher explaining the holidays more in-depth after they were guessed correctly. Depending on the proficiency level in an ESL setting, more prep work to familiarize students with the holidays needs to take place before the activity, and the game could actually be used as an informal assessment.
In an EFL setting, depending on the proficiency level of your class, you could adjust this activity to include native holidays in translation for beginners, to teach vocabulary of already familiar concepts. In intermediate settings, the game could involve holidays in common between the native country and English-speaking countries (for example, in China, you could play the game with New Year's, and after the holiday is guessed, explain the difference in celebrations in the two places). For advanced level students, the game could be played exclusively with holidays in English-speaking countries, to familiarize students with not only vocabulary, but cultural expressions in English-speaking locations.
We selected "Happy Hopliday Hootinanny" from Dave's ESL Cafe. We're henceforth going to call it Holiday Charades. This activity essentially asks students to act out in groups different holidays from cards they draw. There is a word bank of holidays on the board. The cards list the holiday and activities related to its celebration. Each team must act out what is on the card, and points are given and taken away based on correct guesses, good acting, etc.
We feel this activity would be appropriate for students school age and up into adulthood. It could also be used in any setting. The proficiency level is appropriate to at least intermediate students and beyond. It might be difficult for beginning level students because of the vocabulary and exposure to the specific holidays.
For advanced learners, you could remove the listing of activities from the card, leaving only the holiday name. This way the students demonstrating cultural awareness as well as literal understanding of the language.
For very beginning level learners, we would modify this activity to involve physical activities instead of holidays. For example, the students would play charades while practicing the basic vocabulary for physical activities like jumping, standing, sitting, walking, etc.
In terms of institutional setting, this activity might vary depending on ESL vs. EFL settings. The original activity called for the teacher explaining the holidays more in-depth after they were guessed correctly. Depending on the proficiency level in an ESL setting, more prep work to familiarize students with the holidays needs to take place before the activity, and the game could actually be used as an informal assessment.
In an EFL setting, depending on the proficiency level of your class, you could adjust this activity to include native holidays in translation for beginners, to teach vocabulary of already familiar concepts. In intermediate settings, the game could involve holidays in common between the native country and English-speaking countries (for example, in China, you could play the game with New Year's, and after the holiday is guessed, explain the difference in celebrations in the two places). For advanced level students, the game could be played exclusively with holidays in English-speaking countries, to familiarize students with not only vocabulary, but cultural expressions in English-speaking locations.
Monday, June 14, 2010
An alternative service learning assignment
If you already have some teaching experience and would be interested in participating in some curriculum development and course planning, rather than teaching, there's an opportunity that may be right for you! Talk to me sometime this week if you want more details.
Also, the current practicum students (4 of them) and I are planning some casual dinners where we get together and discuss how their teaching is going, alternate activities, TESOL in general, etc. It's really just a time to get together, touch base, and socialize with other TESOL professionals. Many weeks, the dinners will be open to any TESOL students, even if they are not currently doing the practicum. Would you guys be interested in attending? If so, please leave a comment telling what days would be best for you. We will likely not be able to please everyone, but will attempt to make them convenient for the majority.
Also, the current practicum students (4 of them) and I are planning some casual dinners where we get together and discuss how their teaching is going, alternate activities, TESOL in general, etc. It's really just a time to get together, touch base, and socialize with other TESOL professionals. Many weeks, the dinners will be open to any TESOL students, even if they are not currently doing the practicum. Would you guys be interested in attending? If so, please leave a comment telling what days would be best for you. We will likely not be able to please everyone, but will attempt to make them convenient for the majority.
Sunday, June 13, 2010
Ronda's corrected verson: Language/Culture Connection
Record 1 of 10
Wesche, Mari. 2004. Teaching Languages and Cultures in a Post-9/11 World.
The Modern Language Journal, 88, 2. 278-285.
Abstract
Given the prominence of linguistic & cultural differences in the
conflicts of the world after 11 Sep 2001, the language teaching
profession needs more than ever before to help students to communicate
effectively with speakers of another language by acquiring the ability
to understand their perceptions & reactions, ie, to see the world
through others' eyes. The initial teaching objective in the foreign
language classroom is the development of the open attitude of a
sympathetic observer of other cultures; the goal of cultural literacy
calls for transcendence of instrumental attitudes to aim at
cross-cultural understanding. The cultural content appropriate for
English as a second language courses is explored in the context of the
decoupling of the English language from Western culture & the
possibility of inculcating interculturality to enable the use of
English for intercultural communication. 16 References. J. Hitchcock
Record 2
Yates, Lynda. 2004. The 'Secret Rules of Language': Tackling Pragmatics in the Classroom. Prospect, 19, 1. 3-21.
Abstract
In this article, I would like to focus on how we can help learners to
understand what one exasperated student once referred to as "the
secret rules of language" (Bardovi-Harlig, 2001), ie, the norms
of interaction which experienced members of a speech community follow
as they use language in their day-to-day business. These relate to
such apparently mundane activities as how appropriate it is to say
"thank you" to particular speakers in particular contexts,
how much to soften the impact of what you are saying, how long to wait
before you answer a question, how informal to be in a particular
context, etc. It can be most frustrating for learners who have made
great efforts to master the vocabulary, syntax, & phonology of a
language only to find themselves misunderstood because of their
failure to heed some of the less visible, but nonetheless crucial
& systematic, principles which underpin "appropriate"
interaction in a culture. Indeed, until some miscommunication occurs,
many learners - & native speakers - are not only unsure of what
these secret rules are, but may even be only vaguely aware of their
existence. I begin by considering the nature of these "secret
rules," why they are important, & what some of them might
look like for speakers of Australian English. I then explore how such
aspects of language usage can be addressed in the classroom &
suggest some approaches & activities designed to help adult
learners preparing to enter the workforce. 76 References. Adapted from
the source document
Record 3
Connor, Ulla; Rozycki, William; McIntosh, Kyle. 2006. Culture in an English-Language Training Program. Asian Journal of English Language Teaching. 89-112.
Abstract
The received notion of culture as a monolithic national identity has
in recent decades given way to a new conceptualization. Culture is
increasingly viewed as dynamic & multidimensional. Culture can
include national or ethnic, but also disciplinary or professional,
institutional, consumer, technological, & individual dimensions.
This new understanding of culture plays a role in analysis of
relationships in the English language classroom between students &
instructor, & in negotiation between students &
administrators. The dynamics of a 6-month program in English, offered
at an American university for Chinese participants, is better
understood through the emerging model than through the more limited
& traditional concept of ethnic interaction. In particular, the
new model of culture explains the otherwise unexpectedly strong power
negotiation by students in the program. Adapted from the source
document
Record 4
Yoshimoto, Mika. 1998. The Dilemma of Perceptual Changes: A Case Study of Three Japanese ESL Students. Carleton Papers in Applied Language Studies. 15, 41-64.
Abstract
The influence of the environment within an English as a second
language (ESL) class on Japanese students' decision-making,
self-confidence, & academic performance is examined. Interviews
with 3 Japanese students enrolled in an intensive ESL course at
Carleton U were conducted & measured students' motivations for
taking an ESL course, their use of specific learning strategies, &
students' awareness of the cultural influences on language-learning.
It is revealed that the students possessed different intrinsic &
extrinsic motivations for taking an ESL course, eg, the desire to
communicate better. In addition, the findings demonstrated that
students used metacognitive, affective, social, compensation, &
cognitive learning strategies. In addition, the study indicated that
only one student crossed cultural borders & interacted with
non-Japanese students in the ESL classroom. It is concluded that the
learners' decision-making was influenced by multiple factors (eg,
psychological problems & cultural influences) & that the fear
of losing their Japanese heritage created significant changes in their
self-perceptions. 18 References. J. W. Parker
Record 5
Sarmento, Simone. 2004. Teaching Culture in the Foreign Language Classroom.
Revista Virtual de Estudos da Linguagem - ReVEL 2. 2.
Abstract
Notions of culture, intercultural communication, & the role of
culture in foreign language instruction are explored in a review of
the insights & fundamental principles enunciated by a wide range
of authors representing approaches that differ in the method,
quantity, & topics recommended for a cultural component of foreign
language classes. As the lingua franca of the present time, English is
no longer the property of its native speakers, with the result that
instruction in English norms has doubtful value for learners who will
use it to interact with representatives of very different cultures;
cultural topics may be incorporated into lesson plans, or culture may
be taught spontaneously as opportunities arise in the classroom.
Students' cultural awareness must be developed in tandem with critical
consciousness to permit the student to take responsibility for words
& actions & to choose when appropriate between cultural
accommodation & preservation of identity. References. J.
Hitchcock
Record 6
Eoyang, Eugene. 1999. The Worldliness of the English Language: A Lingua Franca. Past and Future. ADFL Bulletin, 31, 1, Fall. 26-32.
Abstract
As English is neither universal nor transparent or easy to use, its
world dominance is attributed entirely to its comprehensiveness; ie,
English is more responsive than any other language to new ideas &
concepts & is therefore expanding its lexicon more rapidly than
other languages, as witnessed by the massive incursions of English
loanwords into Japanese & French. One source of the strength of
English is its motley character, illustrated by an analysis of the
Lord's Prayer that claims its beauty emanates from a mixture of Latin
& Anglo-Saxon cursus forms. As the native speakers of English
worldwide are outnumbered by the learners of English as a second
language in China alone, possible entrees into English for the new
learner are explored; to develop multiple selves, it is recommended
that beginning instruction focus on xenonyms, ie, the authentic
English words that denote places familiar to the student. 19
References. J. Hitchcock
Record 7
Arden-Close, Christopher. 1999. Taiwanese University Freshmen's Difficulties with Reading in English Reading in a Foreign Language, 12, 2. 325-354.
Student essays are analyzed to identify the difficulties Taiwanese
university freshmen have in their English reading. The analytic
framework used embraces the concept of receptivity to the target
language & culture. Students' previous learning of English reading
in secondary schools & its effect on their present learning is
examined as well as their attitudes toward the English-speaking
culture vis-a-vis their own Taiwanese culture, & to the English
language. These are seen as important determinants of their present
difficulties. Finally, their present difficulties are examined via
their attitudes to the methods of teaching used in the university. It
is concluded that reading in a foreign language involves much more
than what happens in the classroom & that further studies casting
such a wide net should be made. 30 References. Adapted from the source
document
Record 8
Fitzgerald, Saira. 1999-2000. Large Plans and Vague Ideas. Carleton Papers in Applied Language Studies. 16-17. 113-125.
Abstract
Personal experience in teaching English at an Islamic institute in
Indonesia, under an agreement between the Indonesian religious affairs
ministry & World University Services of Canada, is recounted.
Although the need for English instruction was created by an upgrade of
the degree programs of six Islamic institutes, no further planning or
implementation occurred in the country once the agreement was reached;
teachers arrived without prior preparation for the local situation
& faced students unable to use English for any purpose due to
years of English instruction in a word-based tradition of language
teaching. Private teacher-student dialogue journals & the
development of situations for language yielded progress in basic
English communication skills before the project was unjustifiably
cancelled; 1 year afterward, local institute officials reported that
the students, who were no longer on campus, had all successfully
passed their English requirements & gone on. 5 References. J.
Hitchcock
Record 9
Girvan, Anita. 1999-2000. Learning from Curricular Disjuncture. Carleton Papers in Applied Language Studies, 16-17. 126-138.
Abstract
Disjunctures between the theory & practice of English instruction
at the secondary level in Japan are described in a report based on
personal experience as a Canadian assistant language teacher on
contract with the Japanese Exchange & Teaching Program, which is
overtly geared towards internationalization of Japanese students &
communicative language teaching. Among other contradictions, the
program makes no formal mention of the all-important English
examinations, which have a crucial gatekeeper role at many points in a
student's life & emphasize reading & grammar to the exclusion
of all other language skills; students' need to pass these
examinations cannot be set aside to indulge in communicative
approaches to English, which also run afoul of students' strong
motivation to avoid self-expression for fear of peer censure. As
English is a compulsory subject, students' levels of interest &
responsiveness vary widely; Japanese English teachers in the program
receive insufficient support from the system & no extra allowance
for supervision of assistant language teachers. 14 References. J.
Hitchcock
Record 10
Kuperman, Michael. 2001. The Leaves, the Trees, the Forest: Language, Text, and Culture in The Joy Luck Club. Cauce, 24. 239-258.
Abstract
Amy Tan's The Joy Luck Club is a model text for ESOL students. This
paper will discuss how The Joy Luck Club contains language, text,
& culture in a potent mixture that is relevant for any ESL or EFL
student, especially in the ever-expanding international community of
English learners. After introducing The Joy Luck Club, the paper will
commence with an examination of culture & its role in the TESOL
classroom. Then it will discuss TESOL reading in general & how a
text is created by & with language, supporting the use of books
such as Tan's. Next, the synthesis of language, text, & culture
will highlight the strengths of the narrative. Finally, the paper will
conclude with pedagogic information on how to teach The Joy Luck Club,
based on experience using the novel as a textbook in an advanced
reading class in Taiwan. 15 References. Adapted from the source
document
Wesche, Mari. 2004. Teaching Languages and Cultures in a Post-9/11 World.
The Modern Language Journal, 88, 2. 278-285.
Abstract
Given the prominence of linguistic & cultural differences in the
conflicts of the world after 11 Sep 2001, the language teaching
profession needs more than ever before to help students to communicate
effectively with speakers of another language by acquiring the ability
to understand their perceptions & reactions, ie, to see the world
through others' eyes. The initial teaching objective in the foreign
language classroom is the development of the open attitude of a
sympathetic observer of other cultures; the goal of cultural literacy
calls for transcendence of instrumental attitudes to aim at
cross-cultural understanding. The cultural content appropriate for
English as a second language courses is explored in the context of the
decoupling of the English language from Western culture & the
possibility of inculcating interculturality to enable the use of
English for intercultural communication. 16 References. J. Hitchcock
Record 2
Yates, Lynda. 2004. The 'Secret Rules of Language': Tackling Pragmatics in the Classroom. Prospect, 19, 1. 3-21.
Abstract
In this article, I would like to focus on how we can help learners to
understand what one exasperated student once referred to as "the
secret rules of language" (Bardovi-Harlig, 2001), ie, the norms
of interaction which experienced members of a speech community follow
as they use language in their day-to-day business. These relate to
such apparently mundane activities as how appropriate it is to say
"thank you" to particular speakers in particular contexts,
how much to soften the impact of what you are saying, how long to wait
before you answer a question, how informal to be in a particular
context, etc. It can be most frustrating for learners who have made
great efforts to master the vocabulary, syntax, & phonology of a
language only to find themselves misunderstood because of their
failure to heed some of the less visible, but nonetheless crucial
& systematic, principles which underpin "appropriate"
interaction in a culture. Indeed, until some miscommunication occurs,
many learners - & native speakers - are not only unsure of what
these secret rules are, but may even be only vaguely aware of their
existence. I begin by considering the nature of these "secret
rules," why they are important, & what some of them might
look like for speakers of Australian English. I then explore how such
aspects of language usage can be addressed in the classroom &
suggest some approaches & activities designed to help adult
learners preparing to enter the workforce. 76 References. Adapted from
the source document
Record 3
Connor, Ulla; Rozycki, William; McIntosh, Kyle. 2006. Culture in an English-Language Training Program. Asian Journal of English Language Teaching. 89-112.
Abstract
The received notion of culture as a monolithic national identity has
in recent decades given way to a new conceptualization. Culture is
increasingly viewed as dynamic & multidimensional. Culture can
include national or ethnic, but also disciplinary or professional,
institutional, consumer, technological, & individual dimensions.
This new understanding of culture plays a role in analysis of
relationships in the English language classroom between students &
instructor, & in negotiation between students &
administrators. The dynamics of a 6-month program in English, offered
at an American university for Chinese participants, is better
understood through the emerging model than through the more limited
& traditional concept of ethnic interaction. In particular, the
new model of culture explains the otherwise unexpectedly strong power
negotiation by students in the program. Adapted from the source
document
Record 4
Yoshimoto, Mika. 1998. The Dilemma of Perceptual Changes: A Case Study of Three Japanese ESL Students. Carleton Papers in Applied Language Studies. 15, 41-64.
Abstract
The influence of the environment within an English as a second
language (ESL) class on Japanese students' decision-making,
self-confidence, & academic performance is examined. Interviews
with 3 Japanese students enrolled in an intensive ESL course at
Carleton U were conducted & measured students' motivations for
taking an ESL course, their use of specific learning strategies, &
students' awareness of the cultural influences on language-learning.
It is revealed that the students possessed different intrinsic &
extrinsic motivations for taking an ESL course, eg, the desire to
communicate better. In addition, the findings demonstrated that
students used metacognitive, affective, social, compensation, &
cognitive learning strategies. In addition, the study indicated that
only one student crossed cultural borders & interacted with
non-Japanese students in the ESL classroom. It is concluded that the
learners' decision-making was influenced by multiple factors (eg,
psychological problems & cultural influences) & that the fear
of losing their Japanese heritage created significant changes in their
self-perceptions. 18 References. J. W. Parker
Record 5
Sarmento, Simone. 2004. Teaching Culture in the Foreign Language Classroom.
Revista Virtual de Estudos da Linguagem - ReVEL 2. 2.
Abstract
Notions of culture, intercultural communication, & the role of
culture in foreign language instruction are explored in a review of
the insights & fundamental principles enunciated by a wide range
of authors representing approaches that differ in the method,
quantity, & topics recommended for a cultural component of foreign
language classes. As the lingua franca of the present time, English is
no longer the property of its native speakers, with the result that
instruction in English norms has doubtful value for learners who will
use it to interact with representatives of very different cultures;
cultural topics may be incorporated into lesson plans, or culture may
be taught spontaneously as opportunities arise in the classroom.
Students' cultural awareness must be developed in tandem with critical
consciousness to permit the student to take responsibility for words
& actions & to choose when appropriate between cultural
accommodation & preservation of identity. References. J.
Hitchcock
Record 6
Eoyang, Eugene. 1999. The Worldliness of the English Language: A Lingua Franca. Past and Future. ADFL Bulletin, 31, 1, Fall. 26-32.
Abstract
As English is neither universal nor transparent or easy to use, its
world dominance is attributed entirely to its comprehensiveness; ie,
English is more responsive than any other language to new ideas &
concepts & is therefore expanding its lexicon more rapidly than
other languages, as witnessed by the massive incursions of English
loanwords into Japanese & French. One source of the strength of
English is its motley character, illustrated by an analysis of the
Lord's Prayer that claims its beauty emanates from a mixture of Latin
& Anglo-Saxon cursus forms. As the native speakers of English
worldwide are outnumbered by the learners of English as a second
language in China alone, possible entrees into English for the new
learner are explored; to develop multiple selves, it is recommended
that beginning instruction focus on xenonyms, ie, the authentic
English words that denote places familiar to the student. 19
References. J. Hitchcock
Record 7
Arden-Close, Christopher. 1999. Taiwanese University Freshmen's Difficulties with Reading in English Reading in a Foreign Language, 12, 2. 325-354.
Student essays are analyzed to identify the difficulties Taiwanese
university freshmen have in their English reading. The analytic
framework used embraces the concept of receptivity to the target
language & culture. Students' previous learning of English reading
in secondary schools & its effect on their present learning is
examined as well as their attitudes toward the English-speaking
culture vis-a-vis their own Taiwanese culture, & to the English
language. These are seen as important determinants of their present
difficulties. Finally, their present difficulties are examined via
their attitudes to the methods of teaching used in the university. It
is concluded that reading in a foreign language involves much more
than what happens in the classroom & that further studies casting
such a wide net should be made. 30 References. Adapted from the source
document
Record 8
Fitzgerald, Saira. 1999-2000. Large Plans and Vague Ideas. Carleton Papers in Applied Language Studies. 16-17. 113-125.
Abstract
Personal experience in teaching English at an Islamic institute in
Indonesia, under an agreement between the Indonesian religious affairs
ministry & World University Services of Canada, is recounted.
Although the need for English instruction was created by an upgrade of
the degree programs of six Islamic institutes, no further planning or
implementation occurred in the country once the agreement was reached;
teachers arrived without prior preparation for the local situation
& faced students unable to use English for any purpose due to
years of English instruction in a word-based tradition of language
teaching. Private teacher-student dialogue journals & the
development of situations for language yielded progress in basic
English communication skills before the project was unjustifiably
cancelled; 1 year afterward, local institute officials reported that
the students, who were no longer on campus, had all successfully
passed their English requirements & gone on. 5 References. J.
Hitchcock
Record 9
Girvan, Anita. 1999-2000. Learning from Curricular Disjuncture. Carleton Papers in Applied Language Studies, 16-17. 126-138.
Abstract
Disjunctures between the theory & practice of English instruction
at the secondary level in Japan are described in a report based on
personal experience as a Canadian assistant language teacher on
contract with the Japanese Exchange & Teaching Program, which is
overtly geared towards internationalization of Japanese students &
communicative language teaching. Among other contradictions, the
program makes no formal mention of the all-important English
examinations, which have a crucial gatekeeper role at many points in a
student's life & emphasize reading & grammar to the exclusion
of all other language skills; students' need to pass these
examinations cannot be set aside to indulge in communicative
approaches to English, which also run afoul of students' strong
motivation to avoid self-expression for fear of peer censure. As
English is a compulsory subject, students' levels of interest &
responsiveness vary widely; Japanese English teachers in the program
receive insufficient support from the system & no extra allowance
for supervision of assistant language teachers. 14 References. J.
Hitchcock
Record 10
Kuperman, Michael. 2001. The Leaves, the Trees, the Forest: Language, Text, and Culture in The Joy Luck Club. Cauce, 24. 239-258.
Abstract
Amy Tan's The Joy Luck Club is a model text for ESOL students. This
paper will discuss how The Joy Luck Club contains language, text,
& culture in a potent mixture that is relevant for any ESL or EFL
student, especially in the ever-expanding international community of
English learners. After introducing The Joy Luck Club, the paper will
commence with an examination of culture & its role in the TESOL
classroom. Then it will discuss TESOL reading in general & how a
text is created by & with language, supporting the use of books
such as Tan's. Next, the synthesis of language, text, & culture
will highlight the strengths of the narrative. Finally, the paper will
conclude with pedagogic information on how to teach The Joy Luck Club,
based on experience using the novel as a textbook in an advanced
reading class in Taiwan. 15 References. Adapted from the source
document
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