ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1988.tb00960.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article reports the results of a questionnaire survey of how the teaching practicum is conducted in U.S. graduate TESOL programs. Information was sought on the objectives of the practicum, the kinds of training experiences and activities employed, and how the practicum is implemented. The results are discussed with reference to key issues in the field of practice teaching in TESOL.

ISSN:0039-8322    

DOI:10.2307/3587059

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

In the interest of finding ways to help their students succeed in university studies, college‐level L2 writing researchers and teachers have endeavored for years to define the nature of academic writing tasks. The effort to determine what academic writing is and what ESL students need to know in order to produce it has led to the development of a number of different approaches to the teaching of writing. Most recently, this effort has led to a problematic trend toward having teachers of English, including teachers of freshman composition, teach students to write in other disciplines. This trend has emerged in response to criticism of previous writing programs, analyses of surveys of academic writing tasks, and movements such as Writing Across the Curriculum and English for specific purposes. This article reviews studies of L1 writing programs in which students learn to write in various disciplines, discusses the implications of the researchers' findings, and argues that (a) the teaching of writing in the disciplines should be left to the teachers of those disciplines and (b) L2 English composition teachers should focus on general principles of inquiry and rhetoric, with emphasis on writing from source

ISSN:0039-8322    

DOI:10.2307/3587060

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Certain uses of the present progressive in informal spoken English discourse remain difficult for even the most advanced ESL learners. This article focuses on the increasing frequency of the so‐called stative verbs found in the progressive aspect. It is proposed that the use of stative verbs in the progressive is not necessarily exceptional or contrary to standard accounts of the English present progressive; rather, it is a predictable consequence of the meaning of the present progressive and the particular discourse contexts in which progressive statives are found. A consideration of the progressive from a discourse perspective provides a principled account of the discrepancy between grammar book and usage and offers a number of implications for ESL pedagog

ISSN:0039-8322    

DOI:10.2307/3587061

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The study reported in this article investigated the reactions of 178 professors to two 400‐word compositions, one written by a Chinese student and the other by a Korean student. The professors, 96 of whom were in the humanities/social sciences and 82 of whom were in the physical sciences, were each asked to rate one of the two compositions on six 10‐point scales, three of which focused on content (holistic impression, development, and sophistication) and three of which focused on language (comprehensibility, acceptability, and irritation). The results were as follows: (a) Content received lower ratings than language; (b) professors found the errors highly comprehensible, generally unirritating, but academically unacceptable, with lexical errors rated as the most serious;(c) professors in the humanities/social sciences were more lenient in their judgments than professors in the physical sciences; (d) older professors were less irritated by errors than younger professors, and nonnative‐speaking professors were more severe in their judgments than native speakers. The results suggest the need for greater emphasis on vocabulary improvement and lexical sele

ISSN:0039-8322    

DOI:10.2307/3587062

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article represents a synthesis of concepts from contrastive phonology, speech processing, TESOL, and computer‐assisted instruction for the purpose of improving the communication skills of international teaching assistants in U.S. colleges and universities. Although the focus is on speakers of Chinese, most of the concepts are equally applicable to speakers of other East Asian languages. Methods of interpreting and utilizing visual displays of speech patterns are presented throughout, with examples of both segmental and suprasegmental phonolog

ISSN:0039-8322    

DOI:10.2307/3587063

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Two common aims of supervision and observation are to evaluate and to help. Supervisors and observers with these aims provide products to those they visit: “helpful” prescriptions for improvement or a rating of the observed performances. The aims of supervision and observation presented in this article are to explore, to see teaching differently, not to evaluate or help; the emphasis is on a process—visited and visiting teachers sharing ways of looking to discover self. This process includes taping and transcribing excerpts from classes, grouping parts of the excerpts, arriving at a common language to discuss them, and making multiple interpretations about them, based not only on preconceived notions but also on a range of contrasting beliefs and goals. In short, this article tries to provide ways of looking so each of us can see our own teaching differently through observing others, reminding us all that we “are capable of acting on the world, and that these actions can transform the world” (Mehan, 1979

ISSN:0039-8322    

DOI:10.2307/3587064

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587065

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Speak Up!: Cheryl Pavlik

ISSN:0039-8322    

DOI:10.2307/3587066

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587067

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY