This book brings together three important areas in language teaching and learning research by exploring the impact of study abroad on student's second language identities through narrative research.
The title of this book includes three terms that have opened up new and exciting
areas in second language learning research: narrative, second language identity
, and study abroad. In this introduction, we explain how these three concepts ...
"The Cambridge Guide to Second Language Assessment aims to present in one volume an up-to-date guide to the central areas of assessing the second language performance of English by speakers of other languages. This volume provides snapshots of significant issues and trends that have shaped language assessment in the past and highlights the current state of our understanding of these issues"--
Language tests are used for many purposes and in many contexts and are often
the basis for high-stakes decision making. Language test scores are used to
make many types of decisions about people and programs. They are used to
screen, ...
Issues of language curriculum development underlied the planning and implementation of language teaching programmes. These papers argue for the process to be made explicit and deal with curriculum planning, specification of ends and means, programme implementation and classroom implementation.
Chapter 13, Seeing the wood AND the trees: some thoughts on language
teaching analysis, by H. H. Stern, appeared in its original form on pp. 319-4 of M.
Heid (Ed.) Kommunikation im Klassenzimmer: Protokall eines
Werkstattgesprachs des ...
Offering a historical and empirical account, this book provides a comprehensive overview of the socio-educational model of second language acquisition. This approach to understanding motivational variables that promote success in the learning of a second or foreign language – distinguishing between language classroom motivation and language learning motivation – is a major one in the history of this field of research. Chapters include a discussion of the definition and measurement of motivation; historical foundations of the model; recent studies with the International Attitude Motivation Test Battery for English as a foreign language in different countries; the implications of the model to the classroom context; and a discussion of criticisms and misconceptions of the model. The book provides graduate students and researchers with unique coverage of this research-oriented approach as well as serving as a source book for the area. It is ideal for courses on motivation in second language learning, or as a supplemental text for research-oriented courses in applied linguistics, educational psychology, or language research in general.
Preface This book is about motivation — the motivation to learn a second or
foreign language. My motivation for writing it is that I perceive some confusion
and misunderstanding about the nature of the motivation to learn languages, ...
This book provides the most updated discussion of the most important issues facing students, scholars, and researchers in second language acquisition research and development. Contents: Current Issues in Second Language Acquisition and Development: An Introduction, Carol A. Blackshire-Belay; Section 1: Language Development and Transfer. Native Language Transfer and Universal Simplification, Robin Sabino; Aspect Transferability (Or: What Gets Lost in the Translation-and Why?), Terence Odlin; Creole Verb Serialization: Transfer or Spontaneity? Frank Byrne; Section 2: Learner Variables in Second Language Acquisition. Contexts for Second Language Acquisition, Elsa Lattey; Language Acquisition, Biography and Bilingualism, Ulrich Steinmuller; Acquisition of Japanese by American Businessmen in Tokyo: How Much and Why? Yoshiko Matsumoto; Section 3: Issues in Interlanguage Development. Abrupt Restructuring Versus Gradual Acquisition, Hanna Pishwa; Variability in Grammatical Analysis: On Recognizing Verbal Markers in Foreign Workers' German, Carol A. Blackshire-Belay; Sketch of an Interlanguage Rule System: Advanced Nonnative German Gender Assignment, Joe Salmons.
LANGUAGE ACQUISITION, BIOGRAPHY AND BILINGUALISM1 Ulrich
Steinmiiller Technical University of Berlin2 1.0. LANGUAGE ACQUISITION AND
BILINGUALISM OF TURKISH SCHOOLCHILDREN The individual and social
development ...
This volume corrects the relative neglect in Second Language Acquisition studies of the quantitative study of language variation and provides insights into such issues as language transfer, acquisition through exposure, language universals, learner's age and so forth. These studies bolster the idea that a full account of SLA development (and, hence, a theory of SLA) must be built on not only detailed accounts of interlanguage data but also on a wide appeal to factors which govern the psycholinguistic bases of SLA. An important addition to the volume is a comprehensive guide to both the DOS and Macintosh versions of the VARBRUL statistical program used by variationists.
The relevance of sociolinguistics to second language acquisition (SLA) is twofold
. First, it is concerned with variation in language — the product, process,
acquisition, and cognitive location of such variation. Such matters are the focus of
this ...
Second Language Writing Systems looks at how people learn and use a second language writing system, arguing that they are affected by characteristics of the first and second writing systems, to a certain extent independently of the languages involved. This book for the first time presents the effects of writing systems on second language reading and writing and on second language awareness, and provides a new platform for discussing bilingualism, biliteracy and writing systems.
VIVIAN COOK Since the decline of audiolingualism as a teaching method, there
has been little public debate about the respective roles of spoken language and
written language in language teaching or about how to teach the writing system ...
Responsibility for planning language teaching programs now carries with it a strong element of accountability. Evaluation of the whole process of course design, development, and implementation is therefore a necessary area of activity for course designers, language planners, and researchers. This book brings together accounts of recent work in this increasingly important field and will be a valuable resource both for those already engaged in evaluation and for those in training. Part One presents a review of the literature, covering past developments in the wider field of educational evaluation, as well as specifically in second language education. Part Two contains a series of eight original case-studies, written by scholars involved in evaluations in widely divergent settings. The focus in each case is on how the evaluator addresses the difficulties central to each study, and the findings are also included. The final Part Three provides practical guidance for evaluators, offering suggestions about how to set up and carry out evaluations in any given setting.
PART I Evaluation of language education: an overview Alan Beretta Introduction
This chapter has two principal aims. The first is to provide a review of previous
evaluation studies in foreign language teaching, so that future evaluations may
be ...
A volume on second-language acquisition theory and pedagogy is, at the same time, a mark of progress and a bit of an anomaly. The progress is shown by the fact that the two disciplines have established themselves as areas of study not only distinct from each other, but also different from linguistic theory. This was not always the case, at least not in the United States. The anomaly results from the fact that this book deals with the relationship between L2 theory and pedagogy despite the conclusion that there is currently no widely-accepted theory of SLA. Grouped into five sections, the papers in this volume: * consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting; * consider input in terms of factors which are internal to the learner; * examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught; * deal with questions of certain complex, linguistic behaviors and the various external and social variables that influence learners; and * discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent.
INTRODUCTION In order to arrive at a theory of L2 acquisition, it is essential to
have a theory of what it is that the learner acquites; in other words, a theory of language (a linguistic theory) is necessary (Gregg, 1989; White, 1989).
Furthermore ...
More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
Second, they tie the quality of written discourse, value, or experience to the
quality of content knowledge or skills. Beyondthe assumed sophistication of
writing skills orcultural nuance is the tendency for rubric developers to restrict the
types of ...
