Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variable... more Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variables in second language acquisition 5 H. DOUGLAS BROWN 48 From needs to wants: motivation and the language learner 18 GILLIAN PORTER LADOUSSE 49 Competitiveness and anxiety in adult second language learning: looking at and through the diary studies 30 KATHLEEN M. BAILEY 50 Humanism 77 EARL W. STEVICK 51 Some humanistic doubts about humanistic language teaching 81 CHRISTOPHER BRUMFIT 52 Humanistic approaches in the secondary school: how far can we go? 90 JOACHIM APPEL 53 Creating a low-anxiety classroom environment: what does language anxiety research suggest? 99 DOLLY JESUSITA YOUNG CONTENTS 54 Ten commandments for motivating language learners: results of an empirical study 119 ZOLTAN DORNYEI AND KATA CSIZER Section 2.2: Learner strategies 55 Communication strategies and the evaluation of communicative performance 143 ROD ELLIS 56 Learning strategy applications with students of English as a second language 151 J. MICHAEL O'MALLEY, ANNA UHL CHAMOT, GLORIA STEWNER-MANZANARES, ROCCO P. RUSSO AND LISA KUPPER 57 Learner strategies: theoretical assumptions, research history and typology 176 JOAN RUBIN 58 The theory of learner training 197 GAIL ELLIS AND BARBARA SINCLAIR 59 Use of language learning strategies: a synthesis of studies with implications for strategy training 208
Companies jobs and introductions multinational companies job hunting letters and CVs a job interv... more Companies jobs and introductions multinational companies job hunting letters and CVs a job interview check your progress finance using the telephone E-commerce socializing making contact the energy business check your progress making arrangements meetings the changing job market check your progress.
Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variable... more Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variables in second language acquisition 5 H. DOUGLAS BROWN 48 From needs to wants: motivation and the language learner 18 GILLIAN PORTER LADOUSSE 49 Competitiveness and anxiety in adult second language learning: looking at and through the diary studies 30 KATHLEEN M. BAILEY 50 Humanism 77 EARL W. STEVICK 51 Some humanistic doubts about humanistic language teaching 81 CHRISTOPHER BRUMFIT 52 Humanistic approaches in the secondary school: how far can we go? 90 JOACHIM APPEL 53 Creating a low-anxiety classroom environment: what does language anxiety research suggest? 99 DOLLY JESUSITA YOUNG CONTENTS 54 Ten commandments for motivating language learners: results of an empirical study 119 ZOLTAN DORNYEI AND KATA CSIZER Section 2.2: Learner strategies 55 Communication strategies and the evaluation of communicative performance 143 ROD ELLIS 56 Learning strategy applications with students of English as a second language 151 J. MICHAEL O'MALLEY, ANNA UHL CHAMOT, GLORIA STEWNER-MANZANARES, ROCCO P. RUSSO AND LISA KUPPER 57 Learner strategies: theoretical assumptions, research history and typology 176 JOAN RUBIN 58 The theory of learner training 197 GAIL ELLIS AND BARBARA SINCLAIR 59 Use of language learning strategies: a synthesis of studies with implications for strategy training 208
th July 1000 – 1020 REGISTRATION & COFFEE 1020 – 1030 Conference welcome (Seminar room A) 1030 – ... more th July 1000 – 1020 REGISTRATION & COFFEE 1020 – 1030 Conference welcome (Seminar room A) 1030 – 1130 Plenary presentation – Ema Ushioda, University of Warwick (Seminar room A) Sustaining L2 learning: The interplay of motivation, autonomy and metacognition Abstract Room A D 1130 – 1200 Vocabulary Younger Learners 1 Parvaneh Tavakoli, London Metropolitan University L2 vocabulary learning through a reading-writing task: The case of advanced learners of English Abstract Prerna Menon, Victoria A. Murphy & Maria Kyriacou, University of Oxford Profiling writing challenges in children with English as an additional language (EAL) Abstract 1200 – 1230 Elke Peters, KU Leuven & Lessius Antwerpen Fostering EFL learners’ recall of collocations: the effect of repetition Abstract Yuko Hayashi, University of Oxford On the nature of morphological awareness in school-age bilingual and monolingual children via the multicompetence model Abstract 1230 – 1300 Motivation 1 Juliana Shak, University of Oxfo...
Section 3.1: Top-down and bottom-up processes in reading 70 Toward a realization of psycholinguis... more Section 3.1: Top-down and bottom-up processes in reading 70 Toward a realization of psycholinguistic principles in the ESL reading class 5 MARK A. CLARKE AND SANDRA SILBERSTEIN 71 Schema theory and ESL reading pedagogy 24 PATRICIA L. CARRELL AND JOAN G. EISTERHOLD 72 Cultural knowledge and reading 44 MARGARET S. STEFFENSEN AND CHITRA JOAG-DEV 73 Holding in the bottom: an interactive approach to the language problems of second language readers 58 DAVID E. ESKEY
Tables 3.1 EFL textbooks 3.2 Teachers 5.1 Topics, processes and outcomes contained in the drafts ... more Tables 3.1 EFL textbooks 3.2 Teachers 5.1 Topics, processes and outcomes contained in the drafts 6.1 Frequency of teachers' reported use of specially written CLIL textbooks 6.2 Frequency of teachers' reported use of textbooks written for native-speaking students 6.3 Frequency of teachers' reported use and adaptation of authentic non-textbook materials 6.4 Frequency of teachers' reported practice of making their own materials from scratch 6.5 Distribution of areas of concern in teachers' responses to open questions 7.1 Unité 4: En Famille 7.2 Dossier 4 (unit 4) 7.3 Tricolore Total 7.4 Topics in Tricolore Total 2 and how these position the learner 8.1 Spanish and Latin American texts in AI (Viajar section) vii 10.1057/9781137384263-Critical Perspectives on Language Teaching Materials, Edited by John Gray Copyright material from www.palgraveconnect.com-licensed to University of Sydney-PalgraveConnect-2014-02-01 Contributors Nick Andon is the programme director of the MA in ELT and Applied Linguistics at King's College London. His research interests include materials development, task-based language teaching, teacher beliefs and teacher development.
International Journal of Applied Linguistics, 2009
In this paper, task‐based language teaching (TBLT) and its relationship to task‐based learning is... more In this paper, task‐based language teaching (TBLT) and its relationship to task‐based learning is investigated by drawing on teachers' pedagogic principles and practices as they relate to adopting, adapting, or rejecting TBLT in their classrooms. In particular, the paper seeks to discover the relevance of TBLT‐related research and teacher education literature for experienced L2 teachers, the ways in which these published accounts are reflected in teachers' pedagogic principles, and how such principles and practices are combined with approaches other than TBLT. Four experienced UK‐based ESL teachers were interviewed and observed in their classrooms a number of times. Based on case studies of these teachers, four TBLT‐related pedagogical principles in their teaching are identified and discussed in the light of the interview and observational data.
Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variable... more Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variables in second language acquisition 5 H. DOUGLAS BROWN 48 From needs to wants: motivation and the language learner 18 GILLIAN PORTER LADOUSSE 49 Competitiveness and anxiety in adult second language learning: looking at and through the diary studies 30 KATHLEEN M. BAILEY 50 Humanism 77 EARL W. STEVICK 51 Some humanistic doubts about humanistic language teaching 81 CHRISTOPHER BRUMFIT 52 Humanistic approaches in the secondary school: how far can we go? 90 JOACHIM APPEL 53 Creating a low-anxiety classroom environment: what does language anxiety research suggest? 99 DOLLY JESUSITA YOUNG CONTENTS 54 Ten commandments for motivating language learners: results of an empirical study 119 ZOLTAN DORNYEI AND KATA CSIZER Section 2.2: Learner strategies 55 Communication strategies and the evaluation of communicative performance 143 ROD ELLIS 56 Learning strategy applications with students of English as a second language 151 J. MICHAEL O'MALLEY, ANNA UHL CHAMOT, GLORIA STEWNER-MANZANARES, ROCCO P. RUSSO AND LISA KUPPER 57 Learner strategies: theoretical assumptions, research history and typology 176 JOAN RUBIN 58 The theory of learner training 197 GAIL ELLIS AND BARBARA SINCLAIR 59 Use of language learning strategies: a synthesis of studies with implications for strategy training 208
Companies jobs and introductions multinational companies job hunting letters and CVs a job interv... more Companies jobs and introductions multinational companies job hunting letters and CVs a job interview check your progress finance using the telephone E-commerce socializing making contact the energy business check your progress making arrangements meetings the changing job market check your progress.
Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variable... more Focus on the learner 1 Section 2.1: Affective factors in classroom learning 47 Affective variables in second language acquisition 5 H. DOUGLAS BROWN 48 From needs to wants: motivation and the language learner 18 GILLIAN PORTER LADOUSSE 49 Competitiveness and anxiety in adult second language learning: looking at and through the diary studies 30 KATHLEEN M. BAILEY 50 Humanism 77 EARL W. STEVICK 51 Some humanistic doubts about humanistic language teaching 81 CHRISTOPHER BRUMFIT 52 Humanistic approaches in the secondary school: how far can we go? 90 JOACHIM APPEL 53 Creating a low-anxiety classroom environment: what does language anxiety research suggest? 99 DOLLY JESUSITA YOUNG CONTENTS 54 Ten commandments for motivating language learners: results of an empirical study 119 ZOLTAN DORNYEI AND KATA CSIZER Section 2.2: Learner strategies 55 Communication strategies and the evaluation of communicative performance 143 ROD ELLIS 56 Learning strategy applications with students of English as a second language 151 J. MICHAEL O'MALLEY, ANNA UHL CHAMOT, GLORIA STEWNER-MANZANARES, ROCCO P. RUSSO AND LISA KUPPER 57 Learner strategies: theoretical assumptions, research history and typology 176 JOAN RUBIN 58 The theory of learner training 197 GAIL ELLIS AND BARBARA SINCLAIR 59 Use of language learning strategies: a synthesis of studies with implications for strategy training 208
th July 1000 – 1020 REGISTRATION & COFFEE 1020 – 1030 Conference welcome (Seminar room A) 1030 – ... more th July 1000 – 1020 REGISTRATION & COFFEE 1020 – 1030 Conference welcome (Seminar room A) 1030 – 1130 Plenary presentation – Ema Ushioda, University of Warwick (Seminar room A) Sustaining L2 learning: The interplay of motivation, autonomy and metacognition Abstract Room A D 1130 – 1200 Vocabulary Younger Learners 1 Parvaneh Tavakoli, London Metropolitan University L2 vocabulary learning through a reading-writing task: The case of advanced learners of English Abstract Prerna Menon, Victoria A. Murphy & Maria Kyriacou, University of Oxford Profiling writing challenges in children with English as an additional language (EAL) Abstract 1200 – 1230 Elke Peters, KU Leuven & Lessius Antwerpen Fostering EFL learners’ recall of collocations: the effect of repetition Abstract Yuko Hayashi, University of Oxford On the nature of morphological awareness in school-age bilingual and monolingual children via the multicompetence model Abstract 1230 – 1300 Motivation 1 Juliana Shak, University of Oxfo...
Section 3.1: Top-down and bottom-up processes in reading 70 Toward a realization of psycholinguis... more Section 3.1: Top-down and bottom-up processes in reading 70 Toward a realization of psycholinguistic principles in the ESL reading class 5 MARK A. CLARKE AND SANDRA SILBERSTEIN 71 Schema theory and ESL reading pedagogy 24 PATRICIA L. CARRELL AND JOAN G. EISTERHOLD 72 Cultural knowledge and reading 44 MARGARET S. STEFFENSEN AND CHITRA JOAG-DEV 73 Holding in the bottom: an interactive approach to the language problems of second language readers 58 DAVID E. ESKEY
Tables 3.1 EFL textbooks 3.2 Teachers 5.1 Topics, processes and outcomes contained in the drafts ... more Tables 3.1 EFL textbooks 3.2 Teachers 5.1 Topics, processes and outcomes contained in the drafts 6.1 Frequency of teachers' reported use of specially written CLIL textbooks 6.2 Frequency of teachers' reported use of textbooks written for native-speaking students 6.3 Frequency of teachers' reported use and adaptation of authentic non-textbook materials 6.4 Frequency of teachers' reported practice of making their own materials from scratch 6.5 Distribution of areas of concern in teachers' responses to open questions 7.1 Unité 4: En Famille 7.2 Dossier 4 (unit 4) 7.3 Tricolore Total 7.4 Topics in Tricolore Total 2 and how these position the learner 8.1 Spanish and Latin American texts in AI (Viajar section) vii 10.1057/9781137384263-Critical Perspectives on Language Teaching Materials, Edited by John Gray Copyright material from www.palgraveconnect.com-licensed to University of Sydney-PalgraveConnect-2014-02-01 Contributors Nick Andon is the programme director of the MA in ELT and Applied Linguistics at King's College London. His research interests include materials development, task-based language teaching, teacher beliefs and teacher development.
International Journal of Applied Linguistics, 2009
In this paper, task‐based language teaching (TBLT) and its relationship to task‐based learning is... more In this paper, task‐based language teaching (TBLT) and its relationship to task‐based learning is investigated by drawing on teachers' pedagogic principles and practices as they relate to adopting, adapting, or rejecting TBLT in their classrooms. In particular, the paper seeks to discover the relevance of TBLT‐related research and teacher education literature for experienced L2 teachers, the ways in which these published accounts are reflected in teachers' pedagogic principles, and how such principles and practices are combined with approaches other than TBLT. Four experienced UK‐based ESL teachers were interviewed and observed in their classrooms a number of times. Based on case studies of these teachers, four TBLT‐related pedagogical principles in their teaching are identified and discussed in the light of the interview and observational data.
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