摘要:

Teaching students to outline their essays before they actually write them is a common practice which presumes that writing is a uni‐directional process of recording pre‐sorted, pre‐digested ideas. While it is certainly true that much of an essay can be planned in advance, one must also recognize that the very act of writing can itself serve to facilitate thought and shape ideas. Essay writing is thus viewed as a hi‐directional movement between content and written form.In the ESL classroom this model translates into an approach which places composition revision in a central position. Students are taught how to write and rewrite, refine and recast rough ideas and sketchy drafts into a polished essay. This approach more closely reflects what we actually do when w

ISSN:0039-8322    

DOI:10.2307/3586368

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

There is a definite need for research into vocabulary structure in the field of second language learning. The viewpoint that vocabulary has not been given sufficient attention has been the subject of recent professional papers (Twaddell 1973, Richards 1976, Judd 1978, Celce‐Murcia and Rosensweig 1979, McKay 1980). This article addresses the issue of vocabulary in the EFL/ESL curriculum and introduces a technique for interlingual lexicosemantic comparison: the lexigram. This technique is based on a study of restricted word association data obtained from native speakers of English in Ann Arbor, Michigan, and from native speakers of Castilian and Catalan in the bilingual city of Barcelona, Spain. English (L2) data from non‐native speakers in that city are also compared with data from native speakers. Such comparisons should provide the L2 teacher with valuable insights into vocabulary structu

ISSN:0039-8322    

DOI:10.2307/3586369

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

One of the most serious proposals for ESL curriculum reform to emerge within recent years is thefunctional‐notional syllabus(see, for example, Wilkins 1976). An independent co‐development is an innovative classroom technique based on group dynamics (see Curran 1976). As promising as these two innovations are, neither provides the background for understanding how language and culture are associated with the many roles which learners must play in real‐life interactions. This article therefore proposes a taxonomy for role‐types. Roles function in either long‐term or short‐term interactions and are thus either [—episodic] or [+episodic]. Three types of roles are established and illustrated via dialogs: social, emotive and maturational. Through a multidimensional model of discourse, interfactional exercises can be developed to lead ESL/EFL students to play roles in simulated natural settings while acquiring knowledge of the grammatical structu

ISSN:0039-8322    

DOI:10.2307/3586370

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Five first grade ESL children, labelled nonverbal by their teacher, were taken out of their regular classroom and placed in a different room with a new teacher as part of an investigation designed to get them talking. In the new setting, the teacher encouraged the children to talk freely under a variety of circumstances. The children initially did not talk, but gradually gained confidence in themselves and ended up talking a great deal.The loosely‐structured situation, the small number of students, the tension‐free atmosphere, and the teacher's concern with their attempts to tell stories are offered as possible explanations for the change. It is unlikely that the children learned how to talk during the time of the study; it is more likely that the new conditions were appropriate to elicit spe

ISSN:0039-8322    

DOI:10.2307/3586371

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ESL/EFL students pass through various stages as they learn to comprehend native speakers of English. Five such developmental foreign language listening stages have been identified: 1) stream. of sound (zero comprehension of content), 2) word recognition within the stream (minimal comprehension), 3) phrase/formula recognition (marginal comprehension), 4) clause/sentence recognition (minimally functional comprehension), and 5) extended speech recognition (general comprehension). Types of listening tasks arc analyzed according to their usefulness in developing ESL/EFL listening abilities appropriate for each of these stages.A listening program to be truly beneficial must adapt to the role which ESL/EFL listening will play in the career of each student. This article considers various materials and methods for preparing students to comprehend spoken English in different career contexts in English speaking countries.The five stages of listening development are delineated for career contexts to illustrate the different listening comprehension proficiency levels needed for different careers.

ISSN:0039-8322    

DOI:10.2307/3586372

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

An Academic Skills Questionnaire was distributed at San Diego State University to 200 randomly selected faculty from all departments in order to determine which skills (reading, writing, speaking or listening) were most essential to non‐native speaker success in university classes. The receptive skills, reading and listening, were ranked first by faculty teaching both lower division and upper division/graduate classes. The faculty of all departments but Engineering ranked General English above Specific Purposes English. This study concludes with implications for testing, literacy requirements and curriculum developmen

ISSN:0039-8322    

DOI:10.2307/3586373

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Language policy has a direct impact on TESOL and should therefore be considered as a crucial factor in planning for ESOL programs. Provided here is specific information on how an ESOL curriculum might be planned which is more compatible with the existing language policy in various countries around the world. Classification is divided into four major categories, based on the status of the English language: English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), and English as a language of wider communication (ELWC). Each of the four classes is described and compared and suggestions are offered about which types of ESOL curricula and methodologies are most applicable to each category. A framework is offered for future analysis.

ISSN:0039-8322    

DOI:10.2307/3586374

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586375

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586376

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586377

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY