Methodology in Language Teaching: An Anthology of Current Practice

Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations. Updated further reading sections, and new Exercises for Expansion make this volume more invaluable than ever.

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Vocabulary in Language Teaching

Genre pedagogy: Language, literacy and L2 writing instruction

THE PHENOMENON OF MULTILINGUALISM is as old as humanity, but multilingualism has been catapulted to a new world order in the 21st century. Social relations, knowledge structures, and webs of power are experienced bymany people as highly mobile and interconnected—for good and for bad—as a result of broad sociopolitical events and global markets. As a consequence, today’s multilingualism is enmeshed in globalization, technologization, and mobility. Communication and meaning-making are often felt as deterritorialized, that is, lived as something “which does not belong to one locality but which organizes translocal trajectories and wider spaces” (Blommaert, 2010, p. 46), while language use and learning are seen as emergent, dynamic, unpredictable, open ended, and intersubjectively negotiated. In this context, increasingly numerous and more diverse populations of adults and youth become multilingual and transcultural later in life, either by elective choice or by forced circumstances, or for a mixture of reasons. They must learn to negotiate complex demands and opportunities for varied, emergent competencies across their languages. Understanding such learning requires the integrative consideration of learners’ mental and neurobiological processing, remembering and categorizing patterns, and momentto-moment use of language in conjunction with a variety of socioemotional, sociocultural, sociopolitical, and ideological factors. The field of second language acquisition (SLA) seeks (a) to understand the processes by which school-aged children, adolescents, and adults learn and use, at any point in life, an additional language, including second, foreign,

A Transdisciplinary Framework for SLA in a Multilingual World

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Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity

We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non-English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reported using a wide variety of vocabulary learning strategies. In a multiple regression analysis, Self-Initiation and Selective Attention, two metacognitive strategies, emerged as positive predictors of CETBAND2 scores. Contextual guessing, skillful use of dictionaries, note-taking, paying attention to word formation, contextual encoding, and activation of newly learned words also positively correlated with the two test scores. However, visual repetition of new words was the strongest negative predictor of both vocabulary size and general proficiency. Furthermore, strategies aiming at vocabulary retention only related more to vocabulary size than to English proficiency. We identified 5 approaches to learning. These strategy combinations, rather than individual strategies, may have made the difference in these people's learning.

Vocabulary Learning Strategies and Language Learning Outcomes

1 Immersion: A Category within Bilingual Education SECTION 1 IMMERSION IN A FOREIGN LANGUAGE 2 Immersion in Eastern Europe: A Hungarian EFL Experiment 3 Benowa High: A Decade of French Immersion in Australia SECTION 2 IMMERSION FOR MAJORITY LANGUAGE STUDENTS IN A MINORITY LANGUAGE 4 Late, Late Immersion, or Discipline-based Second Language Teaching at the University of Ottawa 5 Immersion in Finland in the 1980s: A State of Development and Expansion SECTION 3 IMMERSION FOR LANGUAGE REVIVAL 6 Indigenous Language Immersion in Hawaii: A Case Study of Kula Kaiapuni Hawaii SECTION IV Immersion for Language Support 7 The Catalan Immersion Program 8 Reflections on Immersion Education in the Basque Country SECTION V IMMERSION IN A LANGUAGE OF POWER 9 The Hong Kong Education System: Late Immersion Under Stress 10 Immersion in Singapore Preschools 11 The Molteno Project: A Case Study of Immersion for English-Medium Instruction in South Africa SECTION 6 LESSONS FROM EXPERIENCE AND NEW DIRECTIONS 12 Lessons from U.S. Immersion Programs: Two Decades of Experience 13 Innovations in Immersion: The Key School Two-Way Bilingual Model 14 From Semantic to Syntactic Processing: How Can We Promote It in the Immersion Classroom?

Immersion education : international perspectives

Part I. Curriculum Overview: 1. A decision-making framework for the coherent language curriculum Robert Keith Johnson 2. Syllabus design, curriculum development and polity determination Theodore S. Rodgers 3. DES-IMPL-EVALU-IGN: an evaluator's checklist Peter Hargreaves Part II. Ends/Means Specification: 4. Needs assessment in language programming: from theory to practice Richard Berwick 5. The role of needs analysis in adult ESL programme design Geoffrey Brindley 6. Service English programme design and opportunity cost John Swales Part III. Programme Implementation: 7. Faculty development for language programs Martha C. Pennington 8. The evolution of a teacher training programme Michael Breen, Chris Candlin, Leni Dam and Gerd Gabrielsen 9. Appropriate design: the internal organisation of course units Graham Low 10. Beyond language learning: perspectives on materials design Andrew Littlejohn and Scott Windeatt Part IV. Classroom Implementation: 11. Hidden agendas: the role of the learner in programme implementation David Nunan 12. The evaluation cycle for language learning tasks Michael Breen 13. Seeing the wood AND the trees: some thoughts on language teaching analysis H. H. Stern Part V. Evaluation: 14. Language program evaluation: a synthesis of existing possibilities James Dean Brown 15. The development and use of criterion-referenced tests of language ability in language program evaluation Lyle F. Bachman 16. Mastery decisions in program evaluation Thom Hudson 17. Tailoring the evaluation to fit the context Warwick B. Elley Bibliography Index.

Robert Keith Johnson

Papers

Vocabulary Learning Strategies and Language Learning Outcomes

Immersion education : international perspectives

The Second Language Curriculum.

Immersion Education: Immersion education: A category within bilingual education

Immersion Education: List of contributors