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1. Competent Performances of Situated Identities: Adult Learners of English Accessing Engaged Participation (EJ867038)
Author(s):
Warriner, Doris S.
Source:
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n1 p22-30 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Participant Observation; Ethnography; Adult Education; Adult Learning; Adult Students; English (Second Language); Teaching Methods; Learner Engagement; Second Language Learning; Second Language Instruction; Work Environment; Transfer of Training; Curriculum; Communities of Practice; Interviews; Learning Processes; Educational Environment; Social Theories; Learning Theories; Theory Practice Relationship
Abstract: The Communities of Practice (CofP) framework and theories of engaged participation have profoundly shaped how we theorize, investigate, and represent a variety of learning and teaching processes, both in and out of classroom contexts. Within this framework, useful distinctions have been made between a teaching curriculum and a learning curriculum, with the former being interrogated for ascribing limited identities to its learners and the latter valued for the ways it prioritizes learning (and its resources) from a learner's perspective. Analysis of data collected utilizing ethnographic methods (e.g. document collection, participant observation, interviews) demonstrates that, even though the teaching curriculum of one adult ESL program itself provided limited "structuring resources" (and learning opportunities) to its learners, the learners' participation in the program helped them to recognize and value the kinds of engaged participation necessary to access membership in local workplace communities of practice. However, findings also show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice. The analysis raises questions about the limits and possibilities of a teaching curriculum that values "real world" experiences (and situated learning) in theory but does not prioritize them in practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Foreign Language Pronunciation Skills and Musical Aptitude: A Study of Finnish Adults with Higher Education (EJ866900)
Milovanov, Riia; Pietila, Paivi; Tervaniemi, Mari; Esquef, Paulo A. A.
Learning and Individual Differences, v20 n1 p56-60 Feb 2010
2010-02-00
Descriptors: Music; Aptitude; Phonemics; Higher Education; Adults; Foreign Countries; Pronunciation; English (Second Language); Second Language Learning; Tests; Auditory Discrimination; Task Analysis; Models; Language Skills; Correlation
Abstract: The main aim of this study was to examine second language production and discrimination skills in the light of musical aptitude. Our study was conducted in university settings in south-western Finland. English was used as a model for the second language due to its popularity among young adults. There were three types of tests used in this study: a pronunciation test, a phonemic listening discrimination task, and the Seashore test as an index of the musical aptitude. All the participants performed equally well in the phonemic listening discrimination task. However, the participants with higher musical aptitude were able to pronounce English better than the participants with less musical aptitude. The results, therefore, imply that musical and linguistic skills are interconnected. (Contains 3 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. A Research Update from CILT, The National Centre for Languages, London (EJ866690)
Han, Youping; Lund, Anne Davidson
Language Teaching, v43 n1 p98-103 Jan 2010
Journal Articles; Reports - Descriptive
Descriptors: Foreign Countries; Language Research; Second Language Learning; Educational Trends; Declining Enrollment; Secondary School Students; College Students
Abstract: In the past decade or so there has been a well-documented decline in language take-up among secondary school pupils of Years 10 and 11 in England (14-16-year-olds, also referred to as Key Stage 4 in the national curriculum for England and Wales) and there have been fewer UK-domiciled undergraduates or postgraduates studying for a languages degree (a decrease of 5.7% and 2.3%, respectively in the academic year 2005-06 by comparison with 2002-03 (CILT 2009). However, having tracked trends in language learning for over a decade and in the light of our various research initiatives, at CILT, the National Centre for Languages, we believe that there are reasons for restrained optimism about the future of the UK's national capability in languages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Visual and Auditory Input in Second-Language Speech Processing (EJ866688)
Hardison, Debra M.
Language Teaching, v43 n1 p84-95 Jan 2010
Descriptors: Speech Communication; Auditory Perception; Linguistic Input; Visual Perception; Second Language Learning; Second Language Instruction; Language Research; Language Processing; Learning Modalities
Abstract: The majority of studies in second-language (L2) speech processing have involved unimodal (i.e., auditory) input; however, in many instances, speech communication involves both visual and auditory sources of information. Some researchers have argued that multimodal speech is the primary mode of speech perception (e.g., Rosenblum 2005). Research on auditory-visual (AV) input has been conducted more extensively in the fields of infant speech development (e.g., Meltzoff & Kuhl 1994), adult monolingual processing (e.g., McGurk & MacDonald 1976; see reference in this timeline), and the treatment of the hearing impaired (e.g., Owens & Blazek 1985) than in L2 speech processing (Hardison 2007). In these fields, the earliest visual input was a human face on which lip movements contributed linguistic information. Subsequent research expanded the types of visual sources to include computer-animated faces or talking heads (e.g., Massaro 1998), hand-arm gestures (Gullberg 2006), and various types of electronic visual displays such as those for pitch (Chun, Hardison & Pennington 2008). Recently, neurophysiological research has shed light on the neural processing of language input, providing another direction researchers have begun to explore in L2 processing (Perani & Abutalebi 2005). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Second Language Acquisition by Low-Literate Learners: An Understudied Population (EJ866687)
Tarone, Elaine
Language Teaching, v43 n1 p75-83 Jan 2010
Descriptors: Afro Asiatic Languages; Oral Language; Second Language Learning; Experimental Psychology; Cognitive Psychology; Literacy; Immigrants; Barriers; Adolescents; Second Language Instruction; Language Research; Language Processing; Alphabets; Written Language; Phoneme Grapheme Correspondence; Reading Ability
Abstract: Many adolescent and adult L2 learners in language classrooms, both in the US and other countries, have little or no alphabetic print literacy. Language teachers may turn to SLA research for assistance, yet almost all research on oral SLA has focused on educated, highly-literate learners (Bigelow & Tarone 2004; Tarone, Bigelow & Hansen 2009). The assumption seems to have been that the findings of this research hold for ALL learners, including learners with little to no literacy. However, research in cognitive and experimental psychology shows that the acquisition of grapheme-phoneme correspondence--the ability to associate a phoneme and a visual symbol--changes the way oral language is processed. The present paper shows the relevance of these findings for SLA. It summarizes a three-part study on oral L2 processing, a partial replication of previous SLA research, carried out in a population of low-literate adolescent Somali learners of L2 English. The findings confirm that alphabetic print literacy level had a significant impact on oral L2 processing. The paper concludes with a call to replicate current SLA studies and findings with populations of learners who have little or no alphabetic literacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. "Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning (EJ866684)
Vanderplank, Robert
Language Teaching, v43 n1 p1-37 Jan 2010
Journal Articles; Reports - Evaluative
Descriptors: Language Laboratories; Educational Television; Video Technology; Educational Technology; Learning Theories; Educational Research; Literature Reviews; Technology Integration; Research Needs; Computer Uses in Education; Second Language Learning; Second Language Instruction; Teaching Methods
Abstract: The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language teaching and learning using these and older technologies since 1999, and maps out some pointers for future research. The evidence suggests that research on video and language learning using DVD and other recent technologies is already well established, bringing out a number of issues for further study. In contrast, research-led implementation of the enhanced functionality of digital language laboratories is hardly in its infancy and much language laboratory use is marginal at best. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Spread of Computer-Assisted Language Learning (EJ866686)
Chapelle, Carol A.
Language Teaching, v43 n1 p66-74 Jan 2010
Journal Articles; Opinion Papers
Descriptors: Research Methodology; Applied Linguistics; Computer Assisted Instruction; Educational Technology; Computer Software Evaluation; Instructional Material Evaluation; Evaluation Criteria; Learning Strategies; Educational Trends; Second Language Learning; Second Language Instruction; Language Research
Abstract: This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Why Are Students Quiet? Looking at the Chinese Context and beyond (EJ866525)
Xie, Xiaoyan
ELT Journal, v64 n1 p10-20 Jan 2010
Descriptors: Majors (Students); Classroom Communication; Teacher Student Relationship; Teaching Methods; English (Second Language); Second Language Learning; Observation; Reflection; Sociocultural Patterns; Foreign Countries; Cultural Context
Abstract: This paper is part of a larger project on teacher-student interaction and the contextual issues which shape them. It reported that the reticence of English majors is caused by the communicative environment that the teachers create in their interactions with their students. The data were collected through observations, audio- and videotaping, and stimulated reflection across a two-and-a-half-month period. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented reveals how the teachers' thematic control leads to students' low interaction levels. Based on the findings, implications are discussed and some possible changes to teaching practices proposed, which are applicable not only to the Chinese context but beyond. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Views on Creativity from an Indonesian Perspective (EJ866524)
Tin, Tan Bee; Manara, Christine; Ragawanti, Debora Tri
ELT Journal, v64 n1 p75-84 Jan 2010
Descriptors: Creativity; Creative Teaching; English (Second Language); Second Language Instruction; Second Language Learning; Poetry; Foreign Countries; College Students; Language Usage; Teaching Methods; Student Attitudes; Teacher Attitudes
Abstract: With an increasing emphasis on creativity in education and language teaching, it is important for teachers and students to examine their own views on and perceptions of creativity. What is regarded as creativity may vary from one context to another. This paper examines the perceptions of creativity reflected in the evaluation of creative poems by students and teachers in an Indonesian context. The participants evaluated short poems written by a group of Indonesian university students. This resulted in several characteristics of creativity being highlighted: honesty, reality, truthfulness, and personal value. The poems were voted on and the ones which received the greatest number of votes were also analysed. The more creative poems demonstrated higher degrees of language play and creative language use. This paper suggests several activities which could be conducted by teachers and students in other contexts to help them examine their own explicit and implicit views on creativity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Student Views on Learning Grammar with Web- and Book-Based Materials (EJ866523)
Jarvis, Huw; Szymczyk, Marta
ELT Journal, v64 n1 p32-44 Jan 2010
Descriptors: Student Attitudes; Second Language Learning; Grammar; Instructional Materials; Second Language Instruction; Interviews; Independent Study; Computer Uses in Education; Student Surveys; Role; Language Laboratories
Abstract: This paper reports on a study which examined students' attitudes to learning grammar in autonomous contexts and their preferences for the learning materials with which to do so. In all, 38 students were surveyed and 13 of these then spent some time working in a language resource centre (LRC) with web- and paper-based materials. Students then completed a series of questionnaires concerning what they liked and disliked about the two types of materials. Four participants were then interviewed in more detail about their responses. The data suggest that despite the well-documented advantages of the tutorial role of computers and the notion of the "digital native", participants generally preferred working with paper-based materials. The paper concludes with a discussion of the implications of this for materials that LRCs stock and for the changing role of computers in self-study contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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