ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1996.tb01560.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article examines the relationship between cultural membership and individual language learning behavior, a relationship that has so far been addressed chiefly through questionnaire research aimed at documenting the learning styles of different cultural groups. Because such an approach does not illuminate the mechanisms by which culture influences learning, this article suggests an alternative approach that focuses on a narrower range of behavior—namely, L2 reading strategies—and a defined set of cultural practices having to do with literacy. The article reviews briefly the research on these two areas and then presents data on the strategies for English academic reading tasks used by two quite different groups of students: secondary school students in northern Nigeria and university graduates in China. The strategies that the two groups of students used were strikingly difference whereas the Nigerian students showed a marked preference for top‐down methods of solving comprehension problems, the Chinese students reported a strong tendency to use bottom‐up ones. These differing strategies are then related to the different language backgrounds of the two groups of students and to their different experiences of literacy. The article concludes that cultural background is an important factor in the formation of individual reading strategies but that this fact should not lead to a simple cultural determinism; individual variation must always be acknowledged, and so must the fact that both individuals and cultures may change in the very process of L2 l

ISSN:0039-8322    

DOI:10.2307/3587929

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Within the last two decades, a number of researchers have been interested in genre as a tool for developing L1 and L2 instruction. Both genre and genre‐based pedagogy, however, have been conceived of in distinct ways by researchers in different scholarly traditions and in different parts of the world, making the genre literature a complicated body of scholarship to understand. The purpose of this article is to provide a map of current genre theories and teaching applications in three research areas where genre scholarship has taken significantly different paths: (a) English for specific purposes (ESP), (b) North American New Rhetoric studies, and (c) Australian systemic functional linguistics. The article compares definitions and analyses of genres within these three traditions and examines their contexts, goals, and instructional frameworks for genre‐based pedagogy. The investigation reveals that ESP and Australian genre research provides ESL instructors with insights into the linguistic features of written texts as well as useful guidelines for presenting these features in classrooms. New Rhetoric scholarship, on the other hand, offers language teachers fuller perspectives on the institutional contexts around academic and professional genres and the functions genres serve within these setti

ISSN:0039-8322    

DOI:10.2307/3587930

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Needs analysis research in English for academic purposes (EAP) / English for special purposes is mainly descriptive. Researchers identify and describe existing elements of the target situation to provide the basis for curriculum development. Critical needs analysis, on the other hand, considers the target situation as a site of possible reform. It takes into account the hierarchical nature of social institutions and treats inequality, both inside and outside the institution, as a central concern. This article explores the literature on needs analysis, offers critical needs analysis as an alternative approach to examining target situations, and describes an example of critical needs analysis and EAP curriculum development in a paired ESL writing/psychology course at a U.S. college.

ISSN:0039-8322    

DOI:10.2307/3587931

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

L2 classroom learners normally expect lessons to give them both language practice and information about language usage. L2 teachers can respond to this implicit request by organizing instruction that provides (a) authentic language activities requiring the selection of language options and the negotiation of meaning among participants as well as (b) explicit information about formal features of the language. This article argues that the way teachers meet their goals for communication and instruction can best be examined in process‐oriented studies of classroom discourse.In this article, a segment of classroom interaction is microanalyzed to reveal a structure of classroom interaction that combines the goals of communication and instruction. In addition, the comprehensive analysis reveals insights into the teacher's thinking as she deals with the instructional constraints produced by a class of intermediate students who do not share a common language background. The article concludes with an evaluation of the effectiveness of this type of interaction for language learners. It also recommends engaging teachers in micro‐analysis in order to improve pedagogical practices in L2 classro

ISSN:0039-8322    

DOI:10.2307/3587932

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

TheTESOL Quarterlyinvites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

ISSN:0039-8322    

DOI:10.2307/3587933

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

TheTESOL Quarterlypublishes brief commentaries on aspects of English language teaching. For this issue, we asked two educators to discuss the following question: What role can literature play in the ESL classroom?Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry?from “The Tyger,” by William Blake (Heaney&Hughes, 1

ISSN:0039-8322    

DOI:10.2307/3587934

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587935

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

TheTESOL Quarterlywelcomes evaluative reviews of publications relevant to TESOL professionals. In addition to textbooks and reference materials, these include computer and video software, testing instruments, and other forms of nonprint materials.Language Test Construction and EvaluationAssessing Language Ability in the Classroom (2nd ed.).Measured Words.

ISSN:0039-8322    

DOI:10.2307/3587936

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587937

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY