摘要:

This article addresses the theme of the 1995 TESOL Convention: Building Our Futures Together. It takes building to be an activity that, like effective communication, prefers common ground and solid foundations. The common ground proposed is a view of TESOL as an undertaking that provides, for its long‐term practitioners, a professional vehicle for self‐development. An interdependence of the personal and professional arises from the underlying values that inform our actions in the various cultures and subcultures in which we live. This is where foundations must be laid. We face paradoxes, or dilemmas, when clashes develop between different sets of values: for example, the professional values we espouse as people‐who‐teach, the political values that dominate the societies in which we work, and the cultural values that predominate in societies with which we interact. The article examines three such paradoxes from a perspective that emphasizes our daily need not only to act, but to act in ways consonant with the values we profess. Finally, in an avowedly personal statement, the article sketches a preferred vision of partnership in futures building fo

ISSN:0039-8322    

DOI:10.2307/3587605

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

One of the most vital steps in needs analysis for English for academic purposes (EAP) is to describe the expectations and requirements of instructors at a variety of institutions and across a range of contexts. Though much work has been done in identifying academic literacy tasks, little attention has been thus far paid to describing the listening and speaking tasks required by instructors in academic settings. To examine and describe these expectations and requirements, we surveyed over 900 professors at four different institutions: a community college, a public teaching‐oriented university, a public research‐oriented university, and a private university. The results demonstrated that instructors' requirements vary across academic discipline, type of institution, and class size. Both quantitative and qualitative analyses also indicated that U.S. instructors' lecturing styles are becoming less formal and more interactive and that this trend places new expectations upon the students. The implications for EAP teaching are that genre‐specific listening/speaking courses and tasks may be necessary and that EAP teachers need to prepare students for comprehension of and participation in a variety of lecture/discussion fo

ISSN:0039-8322    

DOI:10.2307/3587606

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study asked whether L2 learners' interaction with other learners can address three of their supposed needs for L2 learning—that is, their needs for L2 input modified toward comprehensibility, for feedback focused on form, and for modification of output—in ways that interaction with native speakers (NSs) has been shown to do. To address this question, the interaction of five dyads of English L2 learners was compared with that of five dyads of learners and English NSs on two communication tasks.Results of the comparison revealed similarities in the types of modified input and feedback the learners and NSs offered other learners in their respective dyads and in both the type and amount of output modifications they produced. The learners received less modified input from other learners than from NSs. As expected, learners' morphosyntax conformed less to standard English than did that of NSs. This pattern was found throughout the learners' input and feedback but was far less evident in feedback formed through simple segmentation of previous utterances. The study thus indicated that interaction between L2 learners can address some of their input, feedback, and output needs but that it does not provide as much modified input and feedback as interaction with NSs d

ISSN:0039-8322    

DOI:10.2307/3587607

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this paper is to describe a workshop designed to raise teachers' awareness of potential obstacles to student comprehension of test questions. Such an awareness is essential to the process of test writing or the construction of teaching materials. Although this workshop focuses specifically on the EFL reading comprehension test, it has broader implications, as the construction of tests and class assignments necessitates a constant reassessment and clarification of course objectives and the fulfillment of these goals. Because we propose that any test or classroom material constitutes a communicative interchange between the teacher and the student, alerting the teacher to the nature of this interchange and possible impediments to such communication may positively affect the teacher's performance in the classroom.We first present the practical problems among the staff of the Division of Foreign Languages at Tel Aviv University that created the need for a test‐writing workshop. Subsequently we describe the workshop, which includes a presentation of theoretically motivated criteria for writing test items, a description of the stages in the test‐writing procedure, and hands‐on experience in the construction of a reading comprehension test. Finally, we present limitations and advantages of the workshop as well as broader implications for such issues as teacher observation and curriculum develo

ISSN:0039-8322    

DOI:10.2307/3587608

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Perceptions of L2 teachers have undergone a recent change. No longer viewed as deliverers of a particular methodology, they are now seen as theorizers who develop expertise in their classrooms. Parallel to this shift, L2 teacher education programs have moved away from a transmissive mode to one that encourages student teachers to develop their own theories of teaching and learning. Such theorizing has until now been viewed as coming from interactions with their peers, instructors, supervisors, and classroom teachers. This article argues for the inclusion in teacher education programs of a fifth set of participants—adult L2 learners. The article offers reasons why they should be included, suggests means of tapping their expertise, and describes four ways the authors have sought to bring learners and student teachers together in mutually beneficial ways in their teacher education progra

ISSN:0039-8322    

DOI:10.2307/3587609

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study presents the results of a secondary analysis of 26 diary studies by novice ESL teachers. All of the U.S. teachers were enrolled in a master's degree program in TESOL and had less than 6 months of prior teaching experience. Each participant wrote (a) a personal language learning history, (b) diary entries during a 10‐week teaching semester, and (c) an analysis of their diaries. The data were examined to identify common themes shared among the novice teachers. General themes that emerged from this secondary analysis were novice teachers' early preoccupations with their own teaching behavior, transfer and rejection of teaching skills used in the novice teacher's own L2 learning, unexpected discoveries about effective teaching, and continued teaching frustrations. These results offer some insight into the most pressing needs of novice teachers. They are discussed in relation to the design of introductory practicum

ISSN:0039-8322    

DOI:10.2307/3587610

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587611

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587612

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Book reviewed in this article:The Powers of Literacy: A Genre Approach to Teaching Writing. Bill Cope and Mary Kalantzis (Eds.)Critical Literacy: Politics, Praxis and the Postmodern. Colin Lankshear and Peter McLaren (Eds.)A Pedagogy of Multiliteracies: Designing Social Futures.

ISSN:0039-8322    

DOI:10.2307/3587613

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587614

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY