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Showing 1 to 15 of 20 results Save | Export
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Levis, John M.; Levis, Greta Muller – CATESOL Journal, 2018
Pronunciation features are not equal in how they affect listeners' ability to understand. Some are low value, while others are high value. This study explores whether contrastive stress is high value. Previous research has shown that identification of contrastive stress is learnable (Pennington & Ellis, 2000), and that explicit teaching about…
Descriptors: Pronunciation, Pronunciation Instruction, English (Second Language), Second Language Learning
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Zimmerman, Erin – CATESOL Journal, 2018
Novice teachers often look to textbooks and teacher's manuals for guidance when preparing courses, learning course content, and delivering instruction to students. In the field of pronunciation, however, materials creators face an unusual difficulty when designing resources because beginner teachers often are not truly novices: They might have…
Descriptors: Textbooks, Pronunciation, Pronunciation Instruction, Second Language Learning
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Echelberger, Andrea; McCurdy, Suzanne Gichrist; Parrish, Betsy – CATESOL Journal, 2018
Adult English language learners are hungry for pronunciation instruction that helps them to "crack the code" of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions…
Descriptors: Language Teachers, Self Efficacy, English (Second Language), Second Language Learning
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Sonsaat, Sinem – CATESOL Journal, 2018
This study explores native and nonnative English-speaking teachers' expectations of teacher's manuals accompanying general English skills books and pronunciation teaching books, as well as their impressionistic evaluation of a printed and online teacher's manual. The study has a mixed-methods design incorporating an online survey and 2 interviews.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction
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Barriuso, Taylor Anne; Hayes-Harb, Rachel – CATESOL Journal, 2018
This review of high variability phonetic training (HVPT) research begins by situating HVPT in its historical context and as a methodology for studying second language (L2) pronunciation. Next we identify and discuss issues in HVPT that are of particular relevance to real-world L2 learning and teaching settings, including the generalizability of…
Descriptors: Theory Practice Relationship, Phonetics, Second Language Learning, Second Language Instruction
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Munro, Murray J. – CATESOL Journal, 2018
Mid-20th-century scholars argued that second language (L2) instruction should be rooted in a comparison of the structural characteristics of the first language (L1) and L2. Their enthusiasm for a "scientific" approach to errors reflected the view, based on the contrastive analysis hypothesis (CAH), that learners' difficulties could be…
Descriptors: Prediction, Pronunciation, Pronunciation Instruction, Difficulty Level
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Yang, Fang-Ying; Hung, Ching-Ling – CATESOL Journal, 2018
Sharing the same theoretical basis of extensive reading, "extensive listening" refers to learner exposure to a great deal of comprehensible spoken input. While the effectiveness of extensive reading has been widely acknowledged in many countries, empirical support of extensive listening is limited. This small-scale study adopted a…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development
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Prince, Johanna – CATESOL Journal, 2017
English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…
Descriptors: Educational Technology, Technology Uses in Education, English Language Learners, Case Studies
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Hsu, Funie – CATESOL Journal, 2017
The colonial legacy of English instruction has become especially relevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of…
Descriptors: English (Second Language), Second Language Learning, Foreign Policy, Second Language Instruction
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Li, Shuzhan; Luo, Wenjing – CATESOL Journal, 2017
Translanguaging is a rapidly developing concept in bilingual education. Working from the theoretical background of dynamic bilingualism, a translanguaging lens posits that bilingual learners draw on a holistic linguistic repertoire to make sense of the world and to communicate effectively with texts. What is relatively underdeveloped is the…
Descriptors: High School Students, Bilingual Students, Bilingualism, Bilingual Education
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Komiyama, Reiko; McMorris, Alessandra – CATESOL Journal, 2017
Motivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of adult ESL students in the US is an underexplored area of research. The current study adopted self-determination theory--the concepts of intrinsic motivation, identified regulation, and controlled motivation, in particular--to examine IEP…
Descriptors: Student Motivation, Foreign Students, English (Second Language), English Language Learners
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Sheppard, Beth; Butler, Brian – CATESOL Journal, 2017
Listening comprehension is an essential and challenging skill for language learners, and listening instruction can also be a challenge for language instructors, since they have little access to the listening process inside students' minds. Greater knowledge about what learners perceive when they listen could help language teachers better tailor…
Descriptors: Listening Comprehension, Teaching Methods, Second Language Learning, Second Language Instruction
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Webb, Marie; Doman, Evelyn – CATESOL Journal, 2016
This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach…
Descriptors: Blended Learning, Educational Technology, Homework, Technology Uses in Education
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Garcia, Sara S.; Garcia, Christina Favela – CATESOL Journal, 2016
This article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a "coach" and a high school classroom teacher along with her…
Descriptors: Faculty Development, Culturally Relevant Education, Teacher Educators, Teaching Methods
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Hadjioannou, Xenia; Hutchinson, Mary C.; Hockman, Marisa – CATESOL Journal, 2016
Preparing mainstream classroom teachers to work with culturally and linguistically diverse learners is a growing concern in education as more and more schools host increasing numbers of students whose primary language is not English. Unfortunately, significant numbers of teachers have had little preparation for working with these diverse learners…
Descriptors: Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction
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