Language learning

Language learning

Language learning

06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.06–625Atay, Derin (Marmara U, Turkey), Reflections on the cultural dimension of language teaching. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 222–236.06–626Bada, Erdoğan (U Çukurova, Turkey; badae@cukurova.edu.tr), Pausing, preceding and following ‘that’ in English. ELT Journal (Oxford University Press) 60.2 (2006), 125–132.06–627Barkhuizen, Gary & Anne Feryok (U Auckland, New Zealand), Pre-service teachers' perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 115–134.06–628Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.06–629Chavez, Monica (U Wisconsin-Madison, USA; mmchavez@wisc.edu), Classroom-language use in teacher-led instruction and teachers' self-perceived roles. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 49–102.06–630Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Shuji Hasegawa, An investigation into the star-rated words in English–Japanese learner's dictionaries. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 175–195.06–631Clifton, Jonathan (Antwerp U, Belgium; jonathan.clifton@ua.ac.be), Facilitator talk. ELT Journal (Oxford University Press) 60.2 (2006), 142–150.06–632Creese, Angela (U Birmingham, UK; a.creese@bham.ac.uk), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.06–633Davison, Chris (U Hong Kong, China; cdavison@hku.hk), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.06–634Farmer, Frank (Universidad de Quintana Roo, Mexico; frank@correo.uqroo.mx), Accountable professional practice in ELT. ELT Journal (Oxford University Press) 60.2 (2006), 160–170.06–635Hampel, Regina (The Open U; r.hampel@open.ac.uk), Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL (Cambridge University Press) 18.1 (2006), 105–121.06–636Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.06–637James, Mark (Arizona State U, USA; Mark.A.James@asu.edu), Teaching for transfer in ELT. ELT Journal (Oxford University Press) 60.2 (2006), 151–159.06–638Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca), Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 69–92.06–639Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca) & Hirohide Mori, Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.06–640McGrath, Ian (U Nottingham, UK; Ian.McGrath@nottingham.ac.uk), Teachers' and learners' images for coursebooks. ELT Journal (Oxford University Press) 60.2 (2006), 171–180.06–641Murahata, Yoshiko (Kochi U, Japan), What do we learn from NNEST-related issues? Some implications for TEFL in Japan. The Language Teacher (Japan Association for Language Teaching) 30.6 (2006), 3–7.06–642Nakatani, Yasuo (Nakamura Gakuen U, Japan; nakatani@nakamura-u.ac.jp), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.06–643Naughton, Diane (U Granada, Spain; naughton@ugr.es), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.06–644O'Donnell, Kevin (Suzuka International U, Japan), Japanese secondary English teachers: Negotiation of educational roles in the face of curricular reform. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 300–315.06–645Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.06–646Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.06–647Strauss, Susan (Pennsylvania State U, USA; sgs9@psu.edu), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006), 185–209.06–648Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.06–649Walqui, Aída (Teacher Professional Development Program, West Ed, USA), Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 159–180.06–650Yamanaka, Nobuko (Ehime U, Japan), An evaluation of English textbooks in Japan from the viewpoint of nations in the inner, outer and expanding circles. 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Language learning

Language learning

Language learning

07–533Anh Tuan, Truong & Storch Neomy (U Melbourne, Australia; neomys@unimelb.edu.au), Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal (Sage) 38.1 (2007), 104–124.07–534Bada, Erdogan & Bilal Genc (U Çukurova, Turkey; erdoganbada@gmail.com), An investigation into the tense/aspect preferences of Turkish speakers of English and native English speakers in their oral narration. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 141–150.07–535Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang & Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–536Campbell, Dermot, Ciaron Mcdonnell, Marti Meinardi & Bunny Richardson (Dublin Institute of Technology, Ireland; dermot.campbell@dit.ie), The need for a speech corpus. ReCALL (Cambridge University Press) 19.1 (2007), 3–20.07–537Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax, Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–538Chan, Alice (City U Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–539Crabbe, David (Victoria U Wellington, New Zealand; david.crabbe@vuw.ac.nz), Learning opportunities: Adding learning value to tasks. ELT Journal (Oxford University Press) 61.2 (2007), 117–125.07–540Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. 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Language learning

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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Language learning

Oxford, The Study of Second Language Acquisition by Rod UK: Oxford University Press, 1994. vii + 824pp. Scarlett L. Ellis. Reviewed by Robbins University of California, Los Angeles of second language acquisition (SLA) research, now more is expanding rapidly and widening the scope both of its research interests and perspectives (e.g., cognitive, grammatical, neural, pragmatic, and socio-interactive aspects of language learning and use) and of its applicability to other fields (e.g., anthropology, cognitive psychology, second/foreign language teaching, sociology, theoretical linguistics). With three journals devoted primarily to SLA research (e.g., Language Learning, Second Language Research, Studies in Second Language Acquisition) and numerous others regularly publishing articles on the topic (e.g., Applied Language Learning, Applied Linguistics, Issues in Applied Linguistics, TESOL Quarterly), the task of presenting a comprehensive review of the literature on SLA has become a daunting one indeed. Ellis' The Study of Second Language Acquisition is an attempt to accomplish just that task. Ellis claims that the acceptance of SLA as a discipline in its own right depends upon its status as a defined field of inquiry and the existence of a body of research and knowledge related to it (p. 3). With this volume, he sets out to satisfy these defining criteria and thereby to establish SLA as a discipline in its own right. He first delimits the range and scope of the field of SLA research and then comprehensively reviews the existing SLA literature in a logically organized fashion so as to demonstrate the conceptual coherence of this broad, multi-perspective, and somewhat The field than 25 years old, diverse field. The Study of Second Language Acquisition is aimed primarily at future second/foreign language teachers who, Ellis argues, would benefit substantially from knowledge of SLA research. This book can provide teachers with invaluable insights and help them to make their assumptions about SLA explicit and, as a consequence, to more effectively evaluate their pedagogic practices (p. 4). The text is also aimed at introductory level SLA students and SLA researchers in need of a reference text. The text consists of 15 chapters organized into seven parts and is supplemented by an extensive glossary, a bibliography, and author and subject indices. Ellis sets out in Part One to define the field of SLA research by considering the basic questions which it seeks to answer and to Issues in Applied Linguistics ISSN 1050-4273 Vol. 6 No. Regents of the University of California

Language learning

07–562 Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com ), Processing of advertisements by EFL college students . The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 132–140. 07–563 Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu ) & Andrew Alkire , Teaching literature in the Muslim world: A bicultural approach . TESL-EJ ( http://www.tesl-ej.org ) 10.4 (2007), 13 pp. 07–564 Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu ), Seeking acceptance in an English-only research world . Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22. 07–565 Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au ), Reading practices: Postgraduate Thai student perceptions . The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 51–68. 07–566 Bndaka, Eleni ( ebintaka@sch.gr ), Using newspaper articles to develop students' reading skills in senior high school . 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Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55. 07–579 Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu ), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study . The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 30–50. 07–580 Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi , Content schemata, linguistic simplification, and EFL readers' comprehension and recall . Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33. 07–581 Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr ), Designing a corpus based English reading course for academic purposes . The Reading Matrix ( Readingmatrix.com ) 6.3 (2006), 281–298. 07–582 Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr ), Comprehension monitoring and reading comprehension in bilingual students . Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211. 07–583 Li, Yongyan , Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79. 07–584 Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz ), A comparative analysis of racism in the original and modified texts of The Cay . Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68. 07–585 Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising . Written Communication (Sage) 24.2 (2007), 168–187. 07–586 Mellard, Daryl, Margaret Becker Patterson & Sara Prewett , Reading practices among adult education participants . Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213. 07–587 Mishra, Ranjita (U London, UK) & Rhona Stainthorp , The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders . Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37. 07–588 Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org ), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness . Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22. 07–589 Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za ), Playing football without a ball: Language, reading and academic performance in a high-poverty school . Journal of Research in Reading