ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1994.tb00861.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Seven noted researchers each describe a different orientation to research exemplified in their own studies and currently predominant in TESOL, highlighting the value of each research orientation as well as its limitations. The seven statements consider (a) aspects of language behavior such as learners' language, verbal reports of learning strategies, or text structures; (b) frameworks for interpreting curricula or culture such as classroom interaction or ethnography; or (c) ideological orientations such as critical pedagogy or participatory action research.

ISSN:0039-8322    

DOI:10.2307/3587555

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

In 1991 the Government of Hong Kong approved an English immersion program on a massive scale for children entering secondary school at age 12: It is targeted at 30% of that group. Called aBridge Program, it aims to provide a bridge between primary schooling in the medium of Chinese and secondary schooling in English. The program teaches English through content subjects. The long‐term target is a young adult population at least 30% of which is genuinely bilingual. Both authors have been engaged in designing and writing this program, and they report from the perspective of syllabus designers and materials writers informed by theory and guided by particular institutional and pedagogical needs. Unique aspects of their work, which may be of value to L2 teachers and researchers elsewhere, are elaborated. The article starts by describing the background to the program and investigating the gap to be bridged. It then takes a critical look at the role of communicative language teaching in content subject teaching. The article then reviews different theoretical assumptions of the Canadian immersion program and the Bridge Program; outlines the linguistic, content, and task components of the Bridge Program design; and documents some of the research problems that developed in this projec

ISSN:0039-8322    

DOI:10.2307/3587556

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

In discussing the use of both criterion‐referenced measurement and norm‐referenced measurement techniques for item analysis, Brown (1989) has called for strengthening the relationship between testing and the curriculum. Alderson and Wall (1993) have pointed out the need for actual studies on the existence ofwashback, or the influence of tests on teaching. This article answers those calls by presenting criterion‐referenced language test development (CRLTD) as a means for linking ESL curricula, teacher experience, and language tests.CRLTD focuses on the generation oftest specifications, as adapted from Popham (1978), and their refinement following the production of items or tasks from those specifications. Sample specifications are presented from university ESL/EFL programs at the University of Illinois, Urbana‐Champaign, and the University of California, Los Angeles. CRLTD is elaborated further in the form of a workshop designed to translate curricular goals into test instruments with the active participation of teachers. The article concludes by examining data from teachers who have used CRLTD and with a discussion of its benefits as a proactive process for teaching and ass

ISSN:0039-8322    

DOI:10.2307/3587557

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The purpose of this study is to describe the negotiations that occur during ESL students' peer reviews and the ways these negotiations shape students' revision activities. Twelve advanced ESL learners enrolled in a writing course participated in peer reviews. Audiotaped transcripts of the peer reviews and the students' first and revised drafts were analyzed, and postinterviews were conducted. During these peer reviews, students asked questions, offered explanations, gave suggestions, restated what their peers had written or said, and corrected grammar mistakes. Reviewers generated most types of negotiations. Moreover, certain patterns of negotiations occurred more frequently in peer dyads from different fields of study than in dyads from the same field. Although students used their peers' comments to revise their essays, they incorporated those comments in their revisions selectively, deciding for themselves what to revise in their own texts. Finally, the postinterviews supported students' rationale for their revision activities and revealed that overall they found peer reviews useful. The findings of this study support the need to include peer reviews in L2 writing instruction and underscore their value in providing feedback on students' essays.

ISSN:0039-8322    

DOI:10.2307/3587558

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587559

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587560

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587561

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587562

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587563

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY