Language Teaching Research current issue

Notes on contributors

Wed, 03 Feb 2010 08:19:29 PST

Editorial

Ellis, R. — Wed, 03 Feb 2010 08:19:29 PST

The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction

Park, S. — Wed, 03 Feb 2010 08:19:30 PST

From an information processing perspective, humans have a limited attentional capacity for processing information. Thus, second language (L2) researchers have investigated the role of pretask planning in task performance, finding that planning results in greater fluency and complexity but has mixed effects on accuracy. However, most planning studies have not isolated pretask instructions from planning, thus making it unclear as to what caused the improvement in planned performance. In addition, measures of fluency, complexity, and accuracy provide insight into task performance but do not shed light on the L2 learning process. Therefore, the present study investigated whether pretask instructions and planning promote focus on form — lexical or grammatical language-related episodes (LREs) — during task-based interaction. One hundred and ten Korean EFL learners completed two oral picture narrative tasks in dyads over a two-week period during their regularly scheduled classes under one of four conditions: specific instructions with pretask planning, specific instructions without planning, general instructions with planning, and general instructions without planning. The findings revealed that regardless of pretask instructions and planning opportunity, the learners focused on vocabulary. In addition, while pretask instructions revealed some role for manipulating attention to form, planning did not have any effect. Possible explanations are provided.

Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports

Gorsuch, G., Taguchi, E. — Wed, 03 Feb 2010 08:19:30 PST

In recent years, interest in reading fluency development in first language, and second and foreign language (L2/FL) settings has increased. Reading fluency, in which readers decode and comprehend at the same time, is critical to successful reading. Fluent readers are accurate and fast in their ability to recognize words, and in their use of prosodic and syntactic knowledge to better comprehend text. Reading is a significant and viable means of developing L2/FL ability, particularly in FL settings in which L2 input sources are limited, such as Vietnam or Japan (for English as a foreign language), or the USA (for Japanese or Russian as a foreign language).Yet many L2/FL learners read slowly and laboriously, likely because of poor word recognition skills. Repeated reading (RR) is one method of fluency-building long used in first language (L1) settings and more recently in L2/FL settings, and seems successful in increasing the reading fluency and comprehension of both L1 and L2/FL learners. Nonetheless, it is likely that teachers and learners in L2/FL settings may be unaware of or unconvinced of the role increased reading fluency plays in reading comprehension and, as a result, may not see the utility of devoting class or personal time to repeated reading or, indeed, any reading fluency activity. Because quantitative evidence for positive effects of RR has already been offered (see Taguchi, Sasamoto, & Gorsuch, 2006; Gorsuch & Taguchi, 2008), we offer additional evidence in the form of open-ended, post-reading student reports written over the length of an 11-week RR treatment for 30 young adult EFL learners in Vietnam. Iterative analyses of over 200 pages of student reports provided nuanced evidence of the positive effects RR has on FL learners’ reading fluency and comprehension development, and general language development. Learners’ comments revealed information that suggested a meaningful role for extended experience with RR to increasing use of learner metacognition in reading strategy use, and growing awarenesses on the part of learners of (1) the relationship between fluency and comprehension, (2) the utility of developing fluency as a stand-alone skill, and (3) RR as a causal agent in the development of listening, writing, and speaking skills.

Translation and short-term L2 vocabulary retention: Hindrance or help?

Hummel, K. M. — Wed, 03 Feb 2010 08:19:30 PST

This study addresses the role that active translation may have in second language (L2) vocabulary learning. Some research suggests that translation might be an effective cognitive strategy for L2 vocabulary learning. Participants were 191 native French-speaking students enrolled in a TESL (Teaching English as a Second Language) program.The study compared results across three different tasks: (1) L1 to L2 translation; (2) L2 to L1 translation; and (3) a rote-copying task. Results indicated significant short-term lexical recall following all three conditions, with no difference between the two translation conditions. However, a significant advantage was found for the rote-copying condition compared to the two translation conditions.

Practitioner research: Introduction

Allwright, D. — Wed, 03 Feb 2010 08:19:30 PST

Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan

Lo, Y.-F. — Wed, 03 Feb 2010 08:19:30 PST

This article depicts challenges for students and teachers involved in developing a reflective portfolio to promote autonomous learning in Taiwan. One hundred and one students in a Taiwan university completed their individual portfolio projects. A pre-course questionnaire, post-course self-evaluation, and the instructor’s field notes were the data collection tools. The pre-course questionnaire results showed the students had neither experience of compiling portfolios nor knowledge of autonomous learning. The teacher could not let all decision-making power go to such inexperienced students. Instead, the teacher’s role needed to alternate between decision-maker, facilitator and resource person to help the students learn to be autonomous. The students’ major tasks were to manage their time and learning, and develop the critical thinking skills considered inadequately taught in Asia. The portfolio enabled the students to engage in multi-domain learning and to practise autonomous learning. The students’ awareness of autonomous learning was thus enhanced. Pedagogical suggestions are made for improving the effectiveness of portfolios for promoting autonomous learning.

Regional studies: Introduction

Ellis, R. — Wed, 03 Feb 2010 08:19:30 PST

A task-based needs analysis: Putting principles into practice

Lambert, C. — Wed, 03 Feb 2010 08:19:30 PST

This study triangulates multiple data sources and methods to build a consensus on the English-language tasks faced by graduates in their lives and careers as a practical basis for L2 program development. It addresses a problem similar to what West (1994) refers to as TENOR (Teaching English for No Obvious Reason). TENOR is problematic in that it frequently results in unfocused instruction, lower than normal learner motivation, and graduates who have no clear idea of what they have learned or who do not have the ability to use it for any functional purpose. Employment records, interviews and a sequence of surveys were used to build consensus on the L2 tasks faced by graduates over the 25-year period preceding the study. Results demonstrate that it was possible to identify and build consensus on task types common across workplace domains, and that, given adequate support, graduates could specify target tasks as a basis for organizing focused, goal-oriented instruction in a context where TENOR was the norm. The study is intended to provide a heuristic framework and procedures for future task-based needs analyses.

Book review: Richard F. Young, 2009: Discursive practice in language learning and teaching. Supplement 2 of Volume 58 of Language Learning. 267pp. Volume 6 in The Language Learning Monograph Series. Series Editor: Lourdes Ortega. ISNN 0023-8333: Richard F. Young, 2009: Discursive practice in language learning and teaching. Malden, MA: Wiley-Blackwell. 300pp. $39.95 (paperback). ISBN: 978-1405184441

Houxiang Li, — Wed, 03 Feb 2010 08:19:30 PST