Newbury House Research Articles

Newbury House Guide to Writing by M. E. Sokolik

Newbury House Guide to Writing by M. E. Sokolik

The Newbury House Guide To Writing

The Newbury House Guide To Writing by M.E. Sokolik. Boston: Heinle & Heinle, 1996, 233 pp. Reviewed by Tosha Schore University of California, Los Angeles In keeping with the communicative language learning approach ascribed skills. to by the Tapestry series. The Newbury House Guide To Writing approaches writing Students are in the through the use of authentic materials and the integration of encouraged to be active participants classroom, and to look to both peers their writing. is and teacher as resources for guidance and feedback on The strengths of this text are multifold. Most impressive the success with which the author, M. E. Sokolik, integrates socially relevant multicultural read- ings into the lessons through chapter themes. Threads, colored boxes in the mar- gins next to the writing samples, provide ESL students with culturally relevant information about authors and historical events, thoughts about writing, geographi- cal facts, word definitions, and grammar points. This information helps students to build the cultural base of knowledge that North American bom university first students have acquired throughout ters, their is academic careers. three chap- Effective organization another strength of this book. In the Sokolik focuses on the basics of wriUng. Here students learn techniques for the following: generating and organizing ideas, effective note taking, critical think- ing about their readings, defining the purpose for their writing, and identifying their audience and choosing the appropriate voice for that readership. Students are then given a checklist to help them integrate these concepts into their own writing. Various techniques are presented, and students are encouraged to adopt the ones which work best for them. Chapters Four through Seven focus on specific types of writing: writing to express yourself, writing about literature, writing to persuade, and writing to in- form. After reading a theme-based writing sample, group discussions are orga- nized around both the content of the writing and the structure and style of the writing itself. Students are then guided through the essay-writing process— from choosing a topic, through the actual writing, to peer response and self-editing. Interspersed throughout the chapters are Learning Strategies designed to remind students of the techniques they have learned to help them in the wrifing process. is Editing one's glish speakers. own writing is the focus of chapter eight, which organized into discussions of grammatical points known to be difficult for non-nadve En- Each grammar point is described in terms of usage rules and one or two exercises are provided for student practice. This is the weakest part of the book. While appropriate grammar points are included, the discussion is limited to Issues in Applied Linguistics ISSN 1050-4273 Vol. 9 1998, Regents of the University of California No.

Researching Technology in TESOL: Determinist, Instrumental, and Critical Approaches

MA: Newbury House. Long, M. H. (1996). The role of linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego: Academic Press. Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44, 493-527. Pica, T., Kanagy, R., & Falodun,J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9-34). Clevedon, England: Multilingual Matters. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners' interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30, 59-84. Robinson, P. (1995). Review article: Attention, memory and the noticing hypothesis. Language Learning, 45, 285-331. Rodriguez, J. (1998). Investigating CALL use. Unpublished manuscript, Iowa State University. Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Sharwood Smith, M. (1991). Speaking to many minds. Second Language Research, 7, 118-132.

The Newbury House Guide to Writing

The Newbury House Guide to Writing

Multiple Perceptions: Social Identity in a Multilingual Elementary Classroom

27-50). Arlington, VA: Center for Applied Linguistics. Schumann, J. H. (1978b). Social and psychological distance as factors in second language acquisition. In The pidginization process: A model for second language acquisition (pp. 69-100). Rowley, MA: Newbury House. Schumann, J. H. (1978c). Social and psychological factors in second language acquisition. InJ. Richards (Ed.), Understanding second andforeign language learning (pp. 163-177). Rowley, MA: Newbury House. Wong Fillmore, L., & Valadez, C. (1986). Teaching bilingual learners. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 648-685). New York: Macmillan. Wong-Rieger, D., & Quintana, D. (1987). Comparative acculturation of Southeast Asian and Hispanic immigrants and sojourners. Journal of Cross-Cultural Psychology, 18, 345-362. Young, M. Y., & Gardner, R. C. (1990). Modes of acculturation and second language proficiency. Canadian Journal of Behavioural Science, 22, 59-71.

Vijftien Jaar Nijmeegs Taalverliesonderzoek

Research into language attrition was started in Nijmegen in 1982. The initiative was inspired by an American conference held in 1980, the proceedings of which were published in The loss of language skills (Lambert, R. & Freed, B. (eds.). Rowley, MA: Newbury House, 1982). Language attrition research in general aroused a great deal of interest in the Netherlands as well as in other countries. The question what happens to foreign-language skills learned at school was - and still is - considered particularly relevant. This is a phenomenon that most Dutch people know from personal experience: one learns French at school for a number of years, but when one wants to book a hotel room a number of years later, one is lost for words. The original research question was: how much is lost and what is lost? Fifteen years and a number of projects later, we have come to the understanding that things are not as bad as we thought, in the Netherlands at least, for the subjects and skills we tested. Time and again, we found that the skills tested remained intact across very long periods of time and in some cases even improved, even if there had been hardly any exposure to the target language. This paper presents an overview of the findings obtained in fifteen years of Nijmegen research into language attrition, leading to possible avenues for research in the next fifteen years.

The Newbury House Dictionary of American English

The Newbury House Dictionary of American English

Looking behind the Curtain: What Do L2 Composition Ratings Really Mean?

Barritt, L., Stock, P. L., & Clark, F. (1986) Researching practice: Evaluating assessment essays. College Composition and Communication, 37, 315-327. Black, L., Daiker, D. A., Sommers,J., & Stygall, G. (1994). New directions in portfolio assessment. Portsmouth, NH: Boynton/Cook Heinemann. Cumming, A., & Riazi, A. (1994, October). Learning variables and achievement in ESL written composition. Paper presented at the Second Language Research Forum, McGill and Concordia Universities, Montreal, Canada. Hamp-Lyons, L. (1991). Scoring procedures for ESL contexts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 241-276). Norwood, NJ: Ablex. Jacobs, H.L., Zinkgraf, S.A., Wormuth, D.R., Hartfiel, V.F., & Hughey,J.B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House. Lloyd-Jones, R. (1977). Primary trait scoring. In C. R. Cooper & L. Odell, (Eds.), Evaluating writing: Describing, measuring, judging (pp. 33-68). Urbana, IL: National Council of Teachers of English. MELAB Technical Manual. (1994). Ann Arbor, MI: University of Michigan,Testing and Certification Division, English Language Institute.

Asking "Good" Questions: Perspectives from Qualitative Research on Practice, Knowledge, and Understanding in Teacher Education

ing. Curriculum Inquiiy, 19, 379-403. Saville-Troike, M., & Kleifken, J. A. (1986). Scripts for school: Cross-cultural communication in elementary classrooms. Text, 6, 207-221. Strong, M. (1983). Social styles and the second language acquisition of Spanishspeaking kindergartners. TESOL Quarterly, 17, 241-258. Toukomaa, P., & Skutnabb-Kangas, T. (1979). The intensive teaching of the mother tongue to migrant children of pre-school age and children in the lower level of comprehensive school. Helsinki: The Finnish National Commission for UNESCO. Urzfa, C. (1986). A children's story. In P. Rigg & D. S. Enright (Eds.), Children and ESL: Integrating perspectives (pp. 93-112). Washington, DC: TESOL. Willett, G. (1987). Contrasting acculturation patterns of two non-English-speaking preschoolers. In H. Trueba (Ed.), Success or failure: Learning and the language minority student (pp. 69-84). Cambridge: Newbury House. Wong Fillmore, L. (1979). Individual differences in second language acquisition. In C. Fillmore, D. Kempler, & W. Wang (Eds.), Individual differences in language ability and language behavior (pp. 203-228). New York: Academic Press.

Reviews

Journal Article Reviews Get access REBECCA L. OXFORD: Language Learning Strategies: What every teacher should know. Newbury House, 1990. Michaël Goethals Michaël Goethals Toegepaste LinguistiekLeuven Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 15, Issue 4, December 1994, Pages 475–477, https://doi.org/10.1093/applin/15.4.475 Published: 01 December 1994 Article history Received: 01 August 1993 Published: 01 December 1994

Nation, Paul. Teaching and Learning Vocabulary. New York: Newbury House Publishers, 1990

Nation, Paul. <i>Teaching and Learning Vocabulary</i>. New York: Newbury House Publishers, 1990

Monolingual Bias in SLA Research

Lightbown, P. M., Spada, N., & Wallace, R. (1980). Some effects of instruction on child and adult ESL learners. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition (pp. 162-172). Rowley, MA: Newbury House. Long, M. H. (1988). Instructed interlanguage development. In L. M. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115-141). New York: Newbury House. Long, M. H. (1989). Task, group and task group interactions. Plenary address delivered at the RELC annual conference, Singapore. Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56. Long, M. H., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207-228. Long, M. H., & Richards, J. C. (Eds.). (1987). Methodology in TESOL: A book of readings. New York: Newbury House. Mason, C. (1971). The relevance of intensive training in English as a foreign language for university students. Language Learning, 21, 197-204. Nunan, D. (1991). Language teaching methodology. New York: Prentice Hall. Pica, T. (1983). Adult acquisition of English as a second language under three conditions of exposure. Language Learning, 33, 465-497. Rutherford, E., & Sharwood Smith, M. (Eds.). (1988). Grammar and second language teaching: A book of readings. New York: Newbury House/Harper & Row. Spada, N. (1987). Relationships between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 18, 137-161. Strevens, P. D. (1987). The nature of language teaching. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 10-26). New York: Newbury House/Harper & Row.

Lexical and Syntactic Features of ESL Writing by Students at Different Levels of L2 Proficiency

learner. Toronto, Canada: Ontario Institute of Studies for Education. O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-584. O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21, 87-112. Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9, 41-51. Rubin, J., & Thompson, I. (1982). How to be a successful language learner. Boston: Heinle & Heinle.

Bilingualism By Suzanne Romaine (review)

848LANGUAGE, VOLUME 68, NUMBER 4 (1992) 1986 collection (Weltens et al.) represents a more obvious continuation of the original Lambert & Freed interests and stresses one strong European concern, the decline of dialects under pressure from standard languages, which is represented only by Schmidt's discussion of Boumaa Fijian in the present volume. For the student of attrition phenomena, it is encouraging to have seen three such wide-ranging collections appear within a decade. The scope of the volume Seliger & Vago have put together, and the quality of many of the individual studies, make theirs a welcome addition to the literature. REFERENCES Lambert, Richard D., and Barbara F. Freed (eds.) 1982. The loss of language skills. Rowley, MA: Newbury House. Mertz, Elizabeth. 1989. Sociolinguistic creativity: Cape Breton Gaelic's linguistic 'tip'. Investigating obsolescence, ed. by Nancy C. Dorian, 102-16. Cambridge: Cambridge University Press. Weltens, Bert; Kees de Bot; and Theo van Els (eds.) 1986. Language attrition in progress. Dordrecht: Foris. Box 704, RRl[Received 8 June 1992.] South Harpswell, Maine 04079 Bilingualism. By Suzanne Romaine. (Language in society, 13.) Oxford: Basil Blackwell, 1989. Pp. xii, 337. Paper $17.95. Reviewed by Ilse Lehiste, Ohio State University According to the editor's preface, the book is intended as an introduction to the field of bilingual studies for beginners, and as a source of information for those who are involved in the practical and educational aspects of bilingualism. It is also designed to provide wide-ranging and contemporary coverage of all the central linguistic and sociolinguistic theoretical issues concerning bilingualism . The primary aim of the book is thus to survey the field rather than to make an original contribution. The field is partly defined by inclusion and exclusion of topics in the survey. Relatively little space is devoted to language change due to language contact, and concepts such as language convergence areas and Sprachbund phenomena are not discussed at all. Linguistic theory is involved in a very special way: almost the entire book constitutes a counterargument to certain prevailing theories ofuniversal grammar. The book begins and ends with references to Chomsky , who is quoted in the first paragraph of the Introduction (Chomsky 1965) as having defined the scope of reference for the study of languages as a homogeneous speech community populated by ideal speaker-listeners who know their language perfectly. Romaine demonstrates the weakness of this assumption by bringing counterexamples to practically every claim. The emphasis in the book is on sociolinguistic and psycholinguistic aspects of bilingualism, from a synchronic point of view. The introductory chapter (122 ) treats approaches to the study of bilingualism, offering definitions and descriptions of various types of bilingualism and degrees of bilingualism, and REVIEWS849 discussing problems connected with identifying the mother tongue of a bilingual person. The author goes on to describe the bilingual speech community in Ch. 2 (23-75); the bilingual brain and the bilingual individual in Ch. 3 (76-109); code-switching and communicative competence in Ch. 4 (110-64); bilingual language acquisition and other characteristics of the bilingual child in Ch. 5 (165-215); and bilingualism and education in Ch. 6 (216-55). Attitudes toward bilingualism are discussed in Ch. 7 (256-80); Ch. 8 (281-87) contains a summary and conclusions. The eight chapters are followed by six pages of notes, 27 pages of references and bibliography, and a 14-page index of topics, languages, countries, and (a subset of) names of authors whose work has been discussed in the text. There is a great deal of information here, organized in an easily accessible fashion. The author is clearly in supreme command of a vast amount of data. She also appears to strive for impartiality. In presenting results of earlier research , R quotes opposite views with equal respect, until it becomes difficult to discern what her own view might be. Typical are the last paragraphs of the conclusions, where she cites first Max Müller (1873) and W. D. Whitney (1881), who had said that there exists no such thing as a language with a mixed grammatical apparatus, and then quotes Strevens (1982) to the effect that the notion of a 'language' is but a convenient and necessary fiction—that the facts reside in...

Reviews

Journal Article Reviews Get access ROBIN C. SCARCELLA, ELAINE S. ANDERSEN, and STEPHEN D. KRASHEN(eds.): Developing Communicative Competence in a Second Language. Newbury House, 1990. Paul Bogaards Paul Bogaards Leiden University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 13, Issue 3, September 1992, Pages 322–323, https://doi.org/10.1093/oxfordjournals.applij.a034967 Published: 01 September 1992 Article history Received: 01 February 1991 Published: 01 September 1992

Teaching and learning vocabulary. I. S. P. Nation. New York: Newbury House, 1991. Pp. xi + 275.

Teaching and learning vocabulary. I. S. P. Nation. New York: Newbury House, 1991. Pp. xi + 275.

Teaching matters: skills and stratergies for international Teaching assistants. Pica Tereas, A. Barnes Gregory, and G. Finger Alexis. New York: Newbury House, 1990. Pp xi + 192.

Teaching matters: skills and stratergies for international Teaching assistants. Pica Tereas, A. Barnes Gregory, and G. Finger Alexis. New York: Newbury House, 1990. Pp xi + 192.

Two Commentaries on Ann Raimes's "The TOEFL Test of Written English: Causes for Concern". An Acknowledgment of Concern and a Concern for Lack of Acknowledgment

Connor, U. (1991). Linguistic/rhetorical measures for evaluating ESL writing. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 215-226). Norwood, NJ: Ablex. Connor, U., & Carrell, P. L. (in press). The interpretation of tasks by writers and readers in holistically rated direct assessment. In J. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives. Boston: Newbury House. Schneider, M., & Connor, U. (1990). Topical structure in ESL essays: Not all topics are equal. Studies in Second Language Acquisition, 12, 411-427.

&lt;em&gt;Teaching and Learning Vocabulary&lt;/em&gt; by I.S.P. Nation. New York: Newbury House, 1990. 275 pp.

&lt;em&gt;Teaching and Learning Vocabulary&lt;/em&gt; by I.S.P. Nation. New York: Newbury House, 1990. 275 pp.

Rutherford, William and Michael Sharwood Smith (eds.) Grammar and Second Language Teaching: A Book of Readings. New York: Newbury House Publishers. 1988

"Rutherford, William and Michael Sharwood Smith (eds.) Grammar and Second Language Teaching: A Book of Readings. New York: Newbury House Publishers. 1988." Canadian Modern Language Review, 47(4), pp. 794–795