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In the following article I explore one of the least studied areas of self-directed language learning: the attitudes of the language teachers that work as counsellors for self-directed language learners. In order to do this, I make use of Freeman's scheme to define teacher education. Freeman's is a very appropriate frame for this type of study because it includes attitudes as one of the four essential...
Anecdotal reports from classroom language teachers suggest that students' professed positive attitudes towards learning English and their language-related behaviors often do not match. Many claim ''interest'' in the language and, when pushed to explain, the learners tend to state that ''it is necessary'' to study English for their future careers or for study abroad. Very few seem to be motivated to...
For many teachers of English throughout the world, competence and confidence in using English in the classroom is seen as the most important skill to attain, yet it is an area that is often neglected on pre-service and in-service training courses. This paper reviews various strategies for addressing language needs on teacher development courses, ranging from providing separate language provision to...
This report deals with dual challenges teachers often face: (1) testing the theoretical assumptions made by the authors of the textbooks; and (2) evaluating achievement tests that have been developed for use with those textbooks. The purpose of this report is to address these issues in the context of the use of an English as a Foreign Language (EFL)/Second Language pronunciation textbook and achievement...
Proof-reading is the act of focusing on surface error such as grammar, punctuation, and spelling in order to detect deviations from the standard. While much investigation has revealed insights into the correction process, to date we know little of how students go about spotting deviance in their writing, in particular how elements of the reading process itself may impinge on students' ability to do...
Recent calls have been made to anchor CALL theory and practice in the Instructed SLA/Interaction Account of language learning (Chapelle, 1997, This move, it is argued, will provide CALL with a principled framework for research and theory development. Although we agree with these authors that much current CALL research lacks a transparent and coherent theoretical foundation, we believe the Interaction...
This paper investigates three growing areas in language teaching, namely, induction, the use of concordances, and self-correction. For a class of students at a Thai university, lexical items causing errors in writing were identified, the students made small concordances of the lexical items from the Internet, and they then induced patterns from the concordance to apply in self-correction of their...
This research investigates the role of kanji in second language learners' reading comprehension of Japanese text. It explores how two subgroups of Japanese learners, with Chinese and non-Chinese backgrounds, approach text. Fourteen intermediate level learners of Japanese were recruited for each subgroup. They performed vocabulary and reading comprehension tests, and were interviewed immediately after...
This paper describes an investigation into the type of listening test that might serve as an assessment instrument of English language teachers as part of a teacher certification test<space>- the Hong Kong English Language Benchmark Test. The paper first describes the benchmarking initiative in Hong Kong to orient the reader to the nature and purpose of the Listening Test. The paper then describes...
Although reflective practice has become a dominant paradigm in language teacher education research and programs worldwide, little of the inquiry into EFL teacher education has been documented in Taiwan, ROC. Critical reflection raises teachers' awareness about teaching, enables deeper understanding of variables related to teaching, and triggers positive changes in their practice. The study aims to...
The present study, building upon Pica, Holliday, Lewis and Morgenthaler's 1989 (Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11(1), 63-90.) study on modified output, examines the impact of learner proficiency in learner-learner interaction, particularly on opportunities for modified output through interactional moves. Data were collected...
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