TESOL Bibliography

Archive Page 2

Individual Differences in Second-Language Learning

11Oct08

Peter Skehan 1989 Individual Differences in Second-Language Learning London : Edward Arnold.

UEd: P118.2 Ske.

UdG: 800.83 SKE

Chapter 1: Theoretical foundations

Models of SLA
- The ‘Monitor’ model kRASHEN (1985)

INPUT –> affective filter –> cognitive organizer –> monitor –> OUTPUT

- The ‘Good Language Learner’ model
- …

Chapter 2: The development of aptitude batteries

(Carroll, 1965) “These tests were given to large numbers of language learners at the beginning of their course of study; end-of-course achievement scores were also collected; and the two sets of scores were correlated”

“The standard ‘four component’ view of language aptitude:

- Phonemic Coding Ability

- Grammatical Sensitivity

- Inductive Language Learning Ability

- Rote learning activity for foreign language materials

(The Pimsleur – language aptitude battery: LAB … “appropiate for children 13 to 19″. Pimsleur did research which suggested that 20 to 30 per cent of children underachieve in foreign language learning because they have poor auditory ability, even though other components of aptitude are at normal levels”.

(page 33) The conclusions here seems to be that aptitude scores are predictable from two main sources. The first … connects social class, vocabulary development, and parental education. The second relates to the pre-programmed autonomous language learning ability … a generalized capacity to process syntax“

Critiques of language aptitude:

Other factors are much more important.
Aptitude is fixed and innate.
Aptitude is undemocratic and unfair.
Aptitude is relevant to formal teaching situation only

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Tags: aptitude, cognitive, interaction, motivation, Skehan, SLA, SLL, strategies, test

Task-based Language Teaching

08Oct08

Nunan, D. Task-based Language Teaching. University of Hong Kong. Cambridge University Press

Master – Methodology – Article: TBTNunan.pdf

Chapter 1:

non-technical and non-linguistic outcome

pedagogical:

“when they are transformed from the real world to the classroom, tasks become pedagogical in nature”

curriculum considerations

communicative language teaching

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Tags: Curriculum, Nunan, task

TESOL Quarterly

05Oct08

http://tesol.org/

http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679

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A Developmental Perspective on Technology in Language Education

05Oct08

Warschauer M., A Developmental Perspective on Technology in Language Education

Source: TESOL Quarterly, Volume 36, Number 3, 1 September 2002 , pp. 453-475(23)

Publisher: Teachers of English to Speakers of Other Languages

Abstract:

Is technology a tool for language learning, or is language learning a tool with which people can access technology? This article suggests that both language and technology are tools for individual and societal development. The article introduces a developmental approach to integrating technology in language education, based on consideration of both product and process. It then illustrates these concepts through analysis of a large, U.S.-funded English language developmental program in Egypt. Two projects are examined: a teacher education program on computers in English language teaching and a basic English methodology course taught via videoconferencing. The analysis indicates that a developmental approach is critical to successful integration and use of technology in language education programs.

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Tags: videoconferencing

The Multilingual Internet: Language, Culture, and Communication Online

05Oct08

Danet, B. & Herring, S. C. The Multilingual Internet: Language, Culture, and Communication Online

Print publication date: 2007
Published to Oxford Scholarship Online: September 2007
Print ISBN-13: 978-0-19-530479-4
doi:10.1093/acprof:oso/9780195304794.001.0001

http://www.oxfordscholarship.com

Memory Stick: Master – Research – Workshop 2

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Tags: code switching, culture, Danet, gender, Herring, language choice, lingua franca, linguistic diversity, multilingual, non-native English, playfulness, writing systems

Joining Theory: Group Theory and Group Skills

04Oct08

Johnson, D.W. & Johnson F.P., 2003. Joining Theory: Group Theory and Group Skills. London: Skills. Pearson Education.

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The Practice of English Language Teaching

04Oct08

Harmer,J., 2001. The Pratice of English Language Teaching (3rd Edition). Harlow: Longman.

UEd: PE1128.A2 Har.

Universitat Rovira i Virgili

Chapter 1

Varieties of English: refering to British and American English:

“It was, after all, Oscar Wilde who wittily described the situation as ´two countries divided by a common language`.

Chapter 2:

Check bibliography: spoken grammar.

Chapter 3:

Short-term goals and long-term goals:

“If the teacher can help students in the achievement of short-term goals, this will have a significant effect on their motivation. After all, ´nothing succeeds like success`!

Adolescents:

“Herbert Puchta and Michael Schratz see problems with teenagers as resulting, in part, from ´…the teacher’s failure to build bridges between what they want and have to teach and their students’ worlds and of thought and experience´ (1993:4)

Chapter 4:

Page 63: Two different performances of two teachers but same final aim.

Chapter 5:

Page 68: Pulling habits out of rats on defining Behaviourism

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Tags: adolescents, aptitude, computer corpora, motivation, neuro-linguistic programming, oral english, Pronunciation, reinforcement, response, stimuus, teacher

Curriculum development in language teaching

29Sep08

Richards, J. C. 2001 Curriculum development in language teaching. Cambridge University Press. Cambridge.

UEd: 418.007 Ric

Universitat de Barcelona

Universitat Jaume I

Quotations:

CHAPTER 1: “The origins of language curriculum development”

Vocabulary selection:

Page 7: In order to ensure that the frequency of occurence of words in a corpus corresponds to their relative importance for language learners, the language samples chosen as the basis for the corpus must be relevant to the needs of target learners and words must be frequent in a wide range of different samples.

…

Words with the highest frequency and the widest range are considered to be the most useful ones.

Page 8: Other criteria in determining word lists: teachability, similarity, availability, coverage, defining power.

Grammar selection:

Page 10: seleccion is closely link to gradation.

Page 11: The approach used has been analytic. The following principles have been used as a basis for developing grammatical syllabuses: simplicity, centrality, frequency, learnability,

CHAPTER 2: “From syllabus design to curriculum development”

Page 23: Language teaching up to the 1950s … consisted of a focus on general English using materials graded for their vocabulary level and linguistic difficulty.

The quest for new methods:

Page 23: The teaching of English as a scond or foreign language became icreasingly important after World War II… The role of English as a language of international communication had expanded rapidly by the 1950s.

Page 24: Situational language teaching: structural syllabus with graded vocabulary levels; meaningful presentation of structures; PPP method.

Page 25: In the United States in the 1960s…the Audiolingual Method…provided the basis for a grammatical syllabus and a teching approach that drew heavily on the theory of behaviorism. Language learning was thought to depend on habits that could be established by repetition.

Page 26: This was accompanied particularly during the 1960s by the introduction of new methods. But this took little account of the motivation of the learners: it has been about HOW people learn and WHAT language is and not WHY people learn.

Thus, there was a reevaluation in the 1970s to determine such things as which foreign languages should be taught in the school system at what year languages should be introduced…

Page 27: One important response was initiated by he Council of Europe, which proposed that a ´unit-credit` system be used as a framework for developing language teaching programs (Threshold Level). It was during this period that Communicative Language Teaching emerged.

English for specific purposes:

During the 1970s the ESP approach drew on register analysis and discourse analysis.

An ESP approach starts with an analysis of the learner´s needs — an imp. factor in the developing of current approaches.

The 1970s was a period when everyone was going communicative. The capacity to use language appropiately in communication based on the setting, the roles of the participants, and the nature of transaction was referred to as communicative competence.

What would such a syllabus look like? Wilkins described the traditional type of grammar-based syllabus as a synthetic approach, which is contrasted with an analytic approach.

CHAPTER 3: Needs analysis.

The purposes of needs analysis:

Procedures used to collect inf. about learners’ needs are known as needs analysis, which was introduced through the ESP movement. NA may be used for different purposes as for example to ascertain what cognitive and academic skills students have acquired i English. In some cases, needs also includes students´rights. In other cases, learners´ needs may not be so immediate: students learning English as a secondary school subject in an EFL context. NA can take place prior to,during, or after a language program.

What are needs:

Teachers, learners, employers, parents and other stakeholders may have different views.

The users of needs analysis:

Poitical dimension…

Stakeholder: (Connely and Clandinin, 1988,124): a person or group of persons with a rigt to comment on, and have input into, the curriculum process offered in schools.

The target population:

Procedures for conducting needs analysis:

Since any one source of info. is likely to be incomplete or partial, a triangular approach (i.e., collecting info. from two or more resources ) is advisable. Info could be taken from different sources…