ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1983.tb00480.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Revolutions in science, Thomas Kuhn argues, occur when the shared set of intellectual assumptions that form the tradition of a discipline (aparadigm) breaks down and gives way to another, causing controversy and insecurity in the process. This article begins by exploring the development of language teaching in the light of Kuhn's theory. It summarizes the theory, points to analogies in the field of the teaching of writing, briefly defines our positivist tradition, and describes the signs of confusion and controversy that mark a paradigm shift. Then it proposes that the current emphasis on communication, far from marking the emergence of a new paradigm, still operates very much within the positivist tradition; the fact that scholars outside and within our discipline are asking more questions about the conceptual and creative function of language indicates that we are still firmly in the middle of a paradigm shift, engaged in philosophical debate. The article concludes by identifying a cluster of mentors who are raising challenging issues and by discussing possible directions for the future in research and method.

ISSN:0039-8322    

DOI:10.2307/3586612

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This article discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema‐theoretic views of reading to the teaching of reading to EFL/ESL students. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowledge of the world, which may be culturally based and culturally biased. Classroom implications of the schema‐theoretic view of reading for EFL/ESL reading pedagogy are discussed, with techniques suggested for bringing about reader‐centered EFL/ESL re

ISSN:0039-8322    

DOI:10.2307/3586613

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Recently, first language composition researchers have shown that by using a traditional composition teaching method which focuses on the form and correctness of a finished product, teachers ask students to produce writing which does not reflect the actual writing process. Findings indicate that most school‐sponsored writing does not involve the self‐motivation, contemplation, exploration, and commitment which characterize real life writing. These researchers recommend that in addition to being taught expository writing, students should have more opportunity for expressive writing in their writing courses to allow them to become better academic writers. According to some second language composition researchers and teachers, these recommendations are applicable to ESL college students because their composing strategies are similar to those of native English‐speaking college students.Ungraded, uncorrected journals can provide a non‐threatening way for students to express themselves in written English. However, the student‐teacher working journals which we describe in this article are unlike student personal journals in two important ways: first, the topic of working journals is not personal, but is rather an outgrowth of the writing class; and second, the teacher regularly writes journals to the class on the same subject and includes, in those journals, selected student journal entries. The advantages of this approach are that a group awareness develops around issues relevant to ESL composition, that students come to see writing as a way to generate ideas and to share them, and that teachers become participants in the writin

ISSN:0039-8322    

DOI:10.2307/3586614

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This article explores ways in which learners can be brought into a more central role in making decisions about the organization and direction of their language courses. As an introduction, a review of some of the arguments which support increasing learner involvement is presented. Constraints in introducing such involvement are then discussed, concentrating on learners' prior experiences and expectations, and it is argued that what is required is a gradual approach toward relinquishing the teacher's dominant role. This argument is taken up in a third section, where some materials and tasks are presented which are designed to bring about such a relinquishment.

ISSN:0039-8322    

DOI:10.2307/3586615

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A concern for the particular needs of university‐bound Arabic‐speaking students has been shared by many in ESL. Out of this concern, and especially out of concern for the characteristic English writing deficiencies of many Arab ESL students, various aspects of written Arabic—from orthographical conventions to rhetorical devices—are discussed. These contrasting features have been identified as potential contributors to observed error production and weaknesses in some reading skills, but most particularly in writing skills. Ideally, a better understanding of the language background of Arab students can aid the ESL specialist in better addressing the special needs of these students through supplemental curricular objectives and appropriate exercises.Although contrastive analysis is no longer seen as a foundation for instructional programs (Schachter 1974), it can be a useful tool in understanding characteristic language‐learning weaknesses demonstrated by a particular language group. Implicit in this article is the assumption that a familiarity with some salient contrasting features of written Arabic and English may prove valuable to those in ESL concerned with addressing noted weaknesses in Arab students' English writi

ISSN:0039-8322    

DOI:10.2307/3586616

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The underlying assumption of this article is that linguistic and communication research can support principles on which to base revisions in the content and method of language teaching. The article first reviews the results of research in language acquisition, interfactional analysis, pragmatic, repair, error, and social and affective factors. Four general principles are then extracted from this research, principles relating to acquisition activities in the classroom, the importance of affective factors, the communicative capacity of learners, and the nature and treatment of error.

ISSN:0039-8322    

DOI:10.2307/3586617

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The evaluation of writing ability among both L1 and L2 students has become increasingly important in recent years because the results of such evaluation are used for a variety of administrative, instructional, and research purposes. Classroom teachers, in particular, because they want to use these results to help improve, influence, refine, and shape their students' attained writing ability, have specific concerns regarding the various methods of writing assessment available. Additional concerns, especially of teachers, include the issue of whether the results of any one evaluation procedure are helpful to students and how they affect students' writing performance and attitudes.This article does not address the question of how best to use the results of a writing evaluation to improve student writing, but it does present a discussion of the efficacy of various direct and indirect methods of assessing writing ability. The purpose of this article is to outline the assumptions, procedures, and consequences for use of the principal direct scoring schemes and objective measures presently available for evaluating compositions, and of the objective tests currently utilized to determine (indirectly) students' ability to write.It is hoped that ESL professionals (whether they are teachers, administrators, or researchers) can make use of this discussion as they try to decide how best to handle questions related to writing ability. Although some readers may question the appropriateness of using indirect measures, such as standardized tests, since those only measure recognition of surface‐level syntactic phenomena, the more widely used standardized tests have been included in this survey because they are used by a number of institutions as criterion measures as well as for placement and predictio

ISSN:0039-8322    

DOI:10.2307/3586618

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586619

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586620

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY