English language teaching now and how it could be:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Newcastle upon Tyne
Cambridge Scholars Publishing
2022
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Literaturverzeichnis Seite 283-315 Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | xiv, 315 Seiten Illustrationen 21 cm x 15 cm |
| ISBN: | 9781527594630 9781527582248 1527582248 |
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Datensatz im Suchindex
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| adam_text | Table of Contents Preface......................................................................................................xiii Acknowledgements................................................................................... xv Introduction................................................................................................. 1 What is this book about, and who is it for? Section 1. How adults learn languages Introduction Section 1................................................................................ 5 Chapter 1.................................................................................................... 7 Language-learning processes 1. Introduction........................................................................................ 7 1.2. Interlanguages................................................................................. 8 1.3 IL variation.....................................................................................10 1.4. Cross-linguistic influences............................................................ 15 1.5. Errors are necessary...................................................................... 22 Summary.............................................................................................. 27 Discussion Questions........................................................................... 28 Suggested Reading............................................................................... 29 Chapter 2................................................................................................... 30
Developmental sequences 2.1. Introduction................................................................................... 30 2.2. The pathways learners follow....................................................... 31 2.3. Some examples and an explanation.............................................. 34 Summary.............................................................................................. 36 Discussion Questions........................................................................... 41 Suggested Reading............................................................................... 41 Chapter 3................................................................................................... 43 Rate of L2 development 3.1. Introduction................................................................................... 43 3.2. Rate advantages for instruction..................................................... 43 3.3. Rate advantages for overall abilities............................................. 46
viii Table of Contents 3.4. Rate advantages for specific linguistic targets............................. ^ 3.5. Rate advantages for appropriately timed instruction.................... í Summaty.............................................................................................. į Discussion Questions........................................................................... 5 Suggested Reading............................................................................... í Chapter 4................................................................................................... í Ultimate L2 attainment 4.1. Introduction................................................................................... í 4.2. The difficulty of proving long-term benefits of instruction........ f 4.3. Some potential explanations for long-term benefits of instruction............................................................................ í 4.3.1. Explicit L2 knowledge......................................................... í 4.3.2. Increased perceptual salience...............................................( 4.3.3. Appropriately modified input............................................... ť 4.4. The long-term benefits of instruction............................................( Summary.............................................................................................. t Discussion Questions........................................................................... ( Suggested Reading............................................................................... ť
Chapter 5................................................................................................... Cognitive processes and products in SLA 5.1. Introduction................................................................................... 5.2. Cognitive processes and products in SLA..................................... 5.3. Incidental learning........................................................................ 5.4. Intentional learning....................................................................... 5.5. Implicit learning............................................................................ 1 5.6. Implicit knowledge....................................................................... 1 5.7. Explicit learning............................................................................ 5.8. Explicit knowledge....................................................................... 5.9. Automized explicit knowledge..................................................... 5.9. Implicit knowledge revisited......................................................... 1 Summary............................................................................................. É Discussion Questions.......................................................................... 1 Suggested Reading.............................................................................. 1 Chapter 6.................................................................................................. Í SLA research findings: four broad implications for instruction 6.1.
Introduction.................................................................................. 85 6.2. Prioritize incidental and implicit learning..................................... 86 6.2.1. Provide plenty of rich input and time to digest it............... 87
English Language Teaching Now and How It Could Be ix 6.2.2. Enhanced incidental learning (EIL)...................................... 89 6.3. Use an analytic, not a synthetic, syllabus......................................97 6 4. Respect developmental processes, sequences, and learnability .101 6.5. Change the structure of classroom discourse.............................. 102 Summary............................................................................................ 105 Discussion Questions......................................................................... 106 Suggested Reading............................................................................. 107 Section 2. How adults are taught EFL and ESL Introduction Section 2............................................................................. 109 Chapter 7................................................................................................. Ill How most learners are taught English today, and how we got here 7.1. Introduction................................................................................. Ill 7.2. Situational Language Teaching................................................... 113 7.3. Communicative Language Teaching (CLT)............................... 115 7.4. CLT in action: A Case Study...................................................... 119 7.5. The Emergence of the Modern Coursebook............................... 120 7.6. A Critique of the Domination of Coursebook-based ELT.......... 124 7.6.1. The Gomez-Rodriguez (2010) Report................................ 125 7.6.2.
Thornbury’s “Grammar McNuggets” View....................... 126 7.6.3 The Tomlinson and Masuraha (2013) review...................... 127 7.6.4. Copley’s (2018) Analysis................................................... 128 7.6.5. Jordan and Gray’s (2019) ELTJ article.............................. 129 Summary.............................................................................................132 Discussion Questions......................................................................... 133 Suggested Reading............................................................................. 134 Chapter 8..................................................................................................135 How English could be taught much better: TBLT 8.1. Introduction..................................................................................135 8.2. The psycholinguistic basis.......................................................... 135 8.3. Task-based syllabus design: Overview....................................... 137 8.4. Learner needs analysis................................................................ 138 8.4.1. Identifying target tasks....................................................... 138 8.4.2. Target Task Types.............................................................. 142 8.4.3. NA Part 2: Analysing target discourse............................... 142 8.5. Pedagogic Tasks.......................................................................... 143 8.5.1 Sequencing Pedagogic Tasks.............................................. 144 8.6. Task-based
materials................................................................... 150
x Table of Contents 8.7. Methodology and pedagogy....................................................... 152 8.7.1 Methodological Principles................................................... 152 8.8. Effectiveness of coursebooks and evaluating TBLT program... 159 Summary............................................................................................. 160 Discussion Questions......................................................................... 161 Suggested Reading............................................................................. 161 Chapter 9.................................................................................................. 163 Immersion approaches to ELT: content and language integrated language learning and english as the medium of instruction 9.1. Introduction................................................................................ 163 9.2. Some content-based options for language learning and teaching................................................................................ 164 9.2.1. Immersion........................................................................... 164 9.2.2. Bilingual education............................................................. 166 9.2.3. Structured English Immersion............................................ 167 9.2.4. Submersion..........................................................................168 9.2.5. Content-based language teaching....................................... 168 9.2.6. Dual, or two-way, immersion............................................. 169 9.2.7.
Sheltered subject-matter teaching....................................... 169 9.2.8. Foreign language immersion.............................................. 170 9.2.9. Features that lead to success immersion program outcomes............................................................................ 171 9.3 CLIL and EMI in Europe and beyond.......................................... 172 9.4. Content learning through CLIL................................................... 176 9.5. Three “pre-CLIL” empirical studies........................................... 177 9.6. Three “post-CLIL” empirical studies.......................................... 178 9.7. Three research questions............................................................. 181 Summary.............................................................................................182 Discussion Questions......................................................................... 183 Suggested Reading............................................................................. 183 Chapter 10................................................................................................184 How teachers are trained and evaluated today, and how it could be done better 10.1 Introduction.................................................................................184 10.2 Second Language Teacher Education (SLTE)........................... 185 10.3 Wallace’s Models of Teacher education.................................... 187 10.4 Beyond Wallace’s Three Models view: The Socio-cultural perspective on
SLTE............................................................... 188 10.5 Pre-service language teacher education (PLTE)..................... 193
English Language Teaching Now and How It Could Be xi 10.5.1 CELTA.............................................................................. 193 10.5.2 Masters in TESOL............................................................. 198 10.5.3 . Pre-service ELT courses for non-native English speaker teachers.............................................................................. 199 10.6 Continuous Professional Development......................................205 10.7 How SLTE could be done better ..............................................209 Summary............................................................................................ 213 Discussion Questions......................................................................... 213 Suggested Reading............................................................................. 214 Section 3. Evaluating English language learning Introduction Section 3............................................................................. 215 Chapter 11............................................................................................... 216 How assessment is done now and how it could be done better 11.1. Introduction............................................................................. 216 11.2. Historical Overview: how language testing has changed........ 217 11.3. Discrete-point language testing................................................. 217 11.4. Skills-based language testing.................................................... 218 11.5. Proficiency
testing.................................................................... 220 11.6. The dark side of language testing.............................................. 222 11.6.1. The Cambridge Assessment Group........ ......................... 222 11.6.2. The IELTS tests................................................................ 223 11.6.3. English Testing Service (ETS).........................................226 11.6.4. The Washback Effect of High Stakes English Proficiency tests................................................................. 228 11.7. How Assessment could be done much better............................ 230 Summary............................................................................................ 233 Discussion Questions......................................................................... 233 Suggested Reading............................................................................. 234 Section 4. Political and socioeconomic issues, and Signs of struggle Introduction Section 4............................................................................. 235 Chapter 12............................................................................................... 236 Unmasking ELT: Who are the real beneficiaries? 12.1 Introduction.............................................................................. 236 12.2. Nation states.............................................................................. 239 12.3. National and local economies................................................... 243
xii Table of Contents 12.4. Universities and private language schools............................... 244j 12.4.1 University ESL programs in English-...............................244І 12.4.2. Private English Language Schools ................................ 244? 12.4.3. Precarity........................................................................... 246? 12.5. ELT teacher educators.............................................................. 248 12.6. Coursebook authors and publishers..........................................251j 12.7. Testing organizations................................................................ 253Ï Summary............................................................................................ 2551 Discussion Questions......................................................................... 256 i Suggested Reading............................................................................. 257, Chapter 13............................................................................................... 258 ■ Signs of struggle: Towards an alternative organization of ELT 13.1. Introduction............................................................................... 258 13.2. Background............................................................................... 267 13.3. The politics of Radical ELT...................................................... 262 13.4. What is to be done?................................................................... 265 13.4.1. Scott Thornbury and the Dogme Approach to ELT....... 265 13.4.2. Paul
Walsh........................................................................ 267 13.4.3. The Hands Up Project....................................................... 269 13.4.4. The SLB Cooperative....................................................... 271 13.4.5. Heart and Parcel............................................................... 273 13.4.6. Ljiljana Havran................................................................. 277 13.4.7. Lessons from the Six........................................................ 280 Summary............................................................................................ 280 Discussion Questions......................................................................... 281 Suggested Reading............................................................................. 282 References............................................................................................... 283
This book argues that, to teach languages well, one needs to know how people learn them, and that current English Language teaching (ELT) practice largely ignores this vital question. It offers an up-to-date, accessible discussion of recent developments in knowledge about second and foreign language learning, as well as implications for language teaching. It then provides a critical analysis of the current ELT industry, arguing that its increasing commercialization has led to poor teaching, dull materials, inadequate second language teaching education, and testing procedures that are unfit for purpose. The book then moves on to expose the oftenhidden political and economic interests at work, and ends with suggestions for how ELT should be organized to the benefit of learners, teachers, teacher educators and testers alike. It will appeal to undergraduates and masters students of teaching English as an L2 or applied linguistics, as well as practising teachers.
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| adam_txt |
Table of Contents Preface.xiii Acknowledgements. xv Introduction. 1 What is this book about, and who is it for? Section 1. How adults learn languages Introduction Section 1. 5 Chapter 1. 7 Language-learning processes 1. Introduction. 7 1.2. Interlanguages. 8 1.3 IL variation.10 1.4. Cross-linguistic influences. 15 1.5. Errors are necessary. 22 Summary. 27 Discussion Questions. 28 Suggested Reading. 29 Chapter 2. 30
Developmental sequences 2.1. Introduction. 30 2.2. The pathways learners follow. 31 2.3. Some examples and an explanation. 34 Summary. 36 Discussion Questions. 41 Suggested Reading. 41 Chapter 3. 43 Rate of L2 development 3.1. Introduction. 43 3.2. Rate advantages for instruction. 43 3.3. Rate advantages for overall abilities. 46
viii Table of Contents 3.4. Rate advantages for specific linguistic targets. ^ 3.5. Rate advantages for appropriately timed instruction. í Summaty. į Discussion Questions. 5 Suggested Reading. í Chapter 4. í Ultimate L2 attainment 4.1. Introduction. í 4.2. The difficulty of proving long-term benefits of instruction. f 4.3. Some potential explanations for long-term benefits of instruction. í 4.3.1. Explicit L2 knowledge. í 4.3.2. Increased perceptual salience.( 4.3.3. Appropriately modified input. ť 4.4. The long-term benefits of instruction.( Summary. t Discussion Questions. ( Suggested Reading. ť
Chapter 5. ' Cognitive processes and products in SLA 5.1. Introduction. ' 5.2. Cognitive processes and products in SLA. ' 5.3. Incidental learning. ' 5.4. Intentional learning. ' 5.5. Implicit learning. 1 5.6. Implicit knowledge. 1 5.7. Explicit learning. ' 5.8. Explicit knowledge. ' 5.9. Automized explicit knowledge. ' 5.9. Implicit knowledge revisited. 1 Summary. É Discussion Questions. 1 Suggested Reading. 1 Chapter 6. Í SLA research findings: four broad implications for instruction 6.1.
Introduction. 85 6.2. Prioritize incidental and implicit learning. 86 6.2.1. Provide plenty of rich input and time to digest it. 87
English Language Teaching Now and How It Could Be ix 6.2.2. Enhanced incidental learning (EIL). 89 6.3. Use an analytic, not a synthetic, syllabus.97 6 4. Respect developmental processes, sequences, and learnability .101 6.5. Change the structure of classroom discourse. 102 Summary. 105 Discussion Questions. 106 Suggested Reading. 107 Section 2. How adults are taught EFL and ESL Introduction Section 2. 109 Chapter 7. Ill How most learners are taught English today, and how we got here 7.1. Introduction. Ill 7.2. Situational Language Teaching. 113 7.3. Communicative Language Teaching (CLT). 115 7.4. CLT in action: A Case Study. 119 7.5. The Emergence of the Modern Coursebook. 120 7.6. A Critique of the Domination of Coursebook-based ELT. 124 7.6.1. The Gomez-Rodriguez (2010) Report. 125 7.6.2.
Thornbury’s “Grammar McNuggets” View. 126 7.6.3 The Tomlinson and Masuraha (2013) review. 127 7.6.4. Copley’s (2018) Analysis. 128 7.6.5. Jordan and Gray’s (2019) ELTJ article. 129 Summary.132 Discussion Questions. 133 Suggested Reading. 134 Chapter 8.135 How English could be taught much better: TBLT 8.1. Introduction.135 8.2. The psycholinguistic basis. 135 8.3. Task-based syllabus design: Overview. 137 8.4. Learner needs analysis. 138 8.4.1. Identifying target tasks. 138 8.4.2. Target Task Types. 142 8.4.3. NA Part 2: Analysing target discourse. 142 8.5. Pedagogic Tasks. 143 8.5.1 Sequencing Pedagogic Tasks. 144 8.6. Task-based
materials. 150
x Table of Contents 8.7. Methodology and pedagogy. 152 8.7.1 Methodological Principles. 152 8.8. Effectiveness of coursebooks and evaluating TBLT program. 159 Summary. 160 Discussion Questions. 161 Suggested Reading. 161 Chapter 9. 163 Immersion approaches to ELT: content and language integrated language learning and english as the medium of instruction 9.1. Introduction. 163 9.2. Some content-based options for language learning and teaching. 164 9.2.1. Immersion. 164 9.2.2. Bilingual education. 166 9.2.3. Structured English Immersion. 167 9.2.4. Submersion.168 9.2.5. Content-based language teaching. 168 9.2.6. Dual, or two-way, immersion. 169 9.2.7.
Sheltered subject-matter teaching. 169 9.2.8. Foreign language immersion. 170 9.2.9. Features that lead to success immersion program outcomes. 171 9.3 CLIL and EMI in Europe and beyond. 172 9.4. Content learning through CLIL. 176 9.5. Three “pre-CLIL” empirical studies. 177 9.6. Three “post-CLIL” empirical studies. 178 9.7. Three research questions. 181 Summary.182 Discussion Questions. 183 Suggested Reading. 183 Chapter 10.184 How teachers are trained and evaluated today, and how it could be done better 10.1 Introduction.184 10.2 Second Language Teacher Education (SLTE). 185 10.3 Wallace’s Models of Teacher education. 187 10.4 Beyond Wallace’s Three Models view: The Socio-cultural perspective on
SLTE. 188 10.5 Pre-service language teacher education (PLTE). 193
English Language Teaching Now and How It Could Be xi 10.5.1 CELTA. 193 10.5.2 Masters in TESOL. 198 10.5.3 . Pre-service ELT courses for non-native English speaker teachers. 199 10.6 Continuous Professional Development.205 10.7 How SLTE could be done better .209 Summary. 213 Discussion Questions. 213 Suggested Reading. 214 Section 3. Evaluating English language learning Introduction Section 3. 215 Chapter 11. 216 How assessment is done now and how it could be done better 11.1. Introduction. 216 11.2. Historical Overview: how language testing has changed. 217 11.3. Discrete-point language testing. 217 11.4. Skills-based language testing. 218 11.5. Proficiency
testing. 220 11.6. The dark side of language testing. 222 11.6.1. The Cambridge Assessment Group. . 222 11.6.2. The IELTS tests. 223 11.6.3. English Testing Service (ETS).226 11.6.4. The Washback Effect of High Stakes English Proficiency tests. 228 11.7. How Assessment could be done much better. 230 Summary. 233 Discussion Questions. 233 Suggested Reading. 234 Section 4. Political and socioeconomic issues, and Signs of struggle Introduction Section 4. 235 Chapter 12. 236 Unmasking ELT: Who are the real beneficiaries? 12.1 Introduction. 236 12.2. Nation states. 239 12.3. National and local economies. 243
xii Table of Contents 12.4. Universities and private language schools. 244j 12.4.1 University ESL programs in English-.244І 12.4.2. Private English Language Schools . 244? 12.4.3. Precarity. 246? 12.5. ELT teacher educators. 248 12.6. Coursebook authors and publishers.251j 12.7. Testing organizations. 253Ï Summary. 2551 Discussion Questions. 256 i Suggested Reading. 257, Chapter 13. 258 ■ Signs of struggle: Towards an alternative organization of ELT 13.1. Introduction. 258' 13.2. Background. 267 13.3. The politics of Radical ELT. 262 13.4. What is to be done?. 265 13.4.1. Scott Thornbury and the Dogme Approach to ELT. 265 13.4.2. Paul
Walsh. 267 13.4.3. The Hands Up Project. 269 13.4.4. The SLB Cooperative. 271 13.4.5. Heart and Parcel. 273 13.4.6. Ljiljana Havran. 277 13.4.7. Lessons from the Six. 280 Summary. 280 Discussion Questions. 281 Suggested Reading. 282 References. 283
This book argues that, to teach languages well, one needs to know how people learn them, and that current English Language teaching (ELT) practice largely ignores this vital question. It offers an up-to-date, accessible discussion of recent developments in knowledge about second and foreign language learning, as well as implications for language teaching. It then provides a critical analysis of the current ELT industry, arguing that its increasing commercialization has led to poor teaching, dull materials, inadequate second language teaching education, and testing procedures that are unfit for purpose. The book then moves on to expose the oftenhidden political and economic interests at work, and ends with suggestions for how ELT should be organized to the benefit of learners, teachers, teacher educators and testers alike. It will appeal to undergraduates and masters students of teaching English as an L2 or applied linguistics, as well as practising teachers. |
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| owner | DE-N32 DE-634 DE-384 DE-20 |
| owner_facet | DE-N32 DE-634 DE-384 DE-20 |
| physical | xiv, 315 Seiten Illustrationen 21 cm x 15 cm |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Cambridge Scholars Publishing |
| record_format | marc |
| spelling | Jordan, Geoff Verfasser (DE-588)1055695109 aut English language teaching now and how it could be by Geoffrey Jordan and Mike Long Newcastle upon Tyne Cambridge Scholars Publishing 2022 xiv, 315 Seiten Illustrationen 21 cm x 15 cm txt rdacontent n rdamedia nc rdacarrier Literaturverzeichnis Seite 283-315 Hier auch später erschienene, unveränderte Nachdrucke Englischunterricht (DE-588)4014801-4 gnd rswk-swf English language / Study and teaching / Foreign countries Second language acquisition Englischunterricht (DE-588)4014801-4 s DE-604 Long, Michael H. 1945-2021 Verfasser (DE-588)129652008 aut Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033700509&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033700509&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Jordan, Geoff Long, Michael H. 1945-2021 English language teaching now and how it could be Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4014801-4 |
| title | English language teaching now and how it could be |
| title_auth | English language teaching now and how it could be |
| title_exact_search | English language teaching now and how it could be |
| title_exact_search_txtP | English language teaching now and how it could be |
| title_full | English language teaching now and how it could be by Geoffrey Jordan and Mike Long |
| title_fullStr | English language teaching now and how it could be by Geoffrey Jordan and Mike Long |
| title_full_unstemmed | English language teaching now and how it could be by Geoffrey Jordan and Mike Long |
| title_short | English language teaching now and how it could be |
| title_sort | english language teaching now and how it could be |
| topic | Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Englischunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033700509&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033700509&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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