A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

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Education at a Glance

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

1. Word frequency and vocabulary size Paul Nation and Rob Waring 2. Variation in spoken and written language Michael McCarthy and Ron Carter 3. Vocabulary connections Rosamund Moon 4. Vocabulary and context William Nagy 5. Productive vs. receptive aspects of vocabulary Francine Melka 6. Models of lexical acquisition Paul Meara 7. Cognitive constraints on vocabulary acquisition Nick Ellis 8. Intralexical factors affecting the difficulty of vocabulary acquisition Batia Laufer 9. L1 influences on L2 vocabulary acquisition 10. Acquisition of the formal aspects of vocabulary Michael Swan 11. Vocabulary learning strategies Ann Ryan 12. Vocabulary and the syllabus Norbert Schmitt 13. Teaching vocabulary: most recent trends Felicity O'Dell 14. Vocabulary and testing John Read 15. Dictionaries, thesauruses, lexical resources Phil Schofield.

詞彙:描述、習得與教學=Vocabulary : description, acquisition and pedagogy

As educators and governments in East Asia aim to increase the number of people in their population who can communicate effectively in English, national policies and syllabuses have moved increasingly towards various versions of communicative language teaching (CLT) and task-based language teaching (TBLT). This paper reviews, on the basis of published reports, some of the practical and conceptual concerns that have affected the implementation of CLT and TBLT in primary and secondary schools of East Asia. It discusses some ways in which teachers have responded to the challenges by adapting new ideas and developing methodologies suited to their own situations. It proposes a methodological framework which may help such adaptation. The experiences and concerns described in the paper may be shared by teachers anywhere who move from a teacher-centred approach to one in which the learners play a more active, independent role.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004363

Communicative and task-based language teaching in East Asian classrooms

This paper argues that teachers' mental lives represent the ‘hidden side’ of teaching. It examines how teacher learning and teacher knowledge, as central attributes of those mental lives, have been conceptualized and studied since 1975 and traces connections to similar work in English language teaching (ELT)
 In this paper, I use the phrase ‘English language teaching,’ or (ELT), to refer to the teaching of English as a second, additional, or foreign language, known in the US as TESOL. I recognize that the phrase ELT is a bit problematic in that in the United States it can be taken to refer to English as mother tongue or first language instruction (language arts), while in Europe it would seem to be more accurately applied in this case.. While the majority of literature reviewed is drawn from the north American perspective, parallels are sketched in some of the emerging research in ELT teacher education. The analysis examines four broad families of issues: how teachers learn content and teaching practices, how teachers' mental processes are conceived, the role of prior knowledge in learning to teach, and the role of social and institutional context. Taken together, research in these areas suggests implications for the design and practice of teacher training and professional development in Second language teacher education.

The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching

https://eclass.uoa.gr/modules/document/file.php/ENL110/callpresentpastandfuture.pdf

CALL—past, present and future

This article argues that the dominance of CLT has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. It argues that it is time to replace CLT as the central paradigm in language teaching with a Context Approach which places context at the heart of the profession. The article argues that such a shift is already taking place, and that eventually it will radically change our practice. It concludes by outlining the features of the Context Approach and discussing its implications.

http://people.exeter.ac.uk/msp203/MEd%20Formative%20Assignment/The%20End%20of%20CLT.pdf

The end of CLT: a context approach to language teaching

This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without our being consciously aware of its role as a technology, as an effective element in the language learning process Bax, 2003. It draws on the literature relating to the history of sociotechnical innovation Bijker, 1997 to develop the theoretical basis of the concept and examines normalisation in the light of a neo-Vygotskian conceptual framework, in order to establish a set of central principles by which to understand and interpret the normalisation process. It then considers the implications for the language teacher and other change agents, with proposals for how to introduce new technologies into language education settings with maximum impact.

Normalisation Revisited: The Effective Use of Technology in Language Education

Making CALL work: Towards normalisation

The research described in this article investigates test takers’ cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The project focused on differences in reading behaviours of successful and unsuccessful candidates while completing IELTS test items. A group of Malaysian undergraduates (n = 71) took an onscreen test consisting of two IELTS reading passages with 11 test items. Eye movements of a random sample of these participants (n = 38) were tracked. Stimulated recall interview data was collected to assist in interpretation of the eye-tracking data. Findings demonstrated significant differences between successful and unsuccessful test takers on a number of dimensions, including their ability to read expeditiously (Khalifa & Weir, 2009), and their focus on particular aspects of the test items and texts, while no observable difference was noted in other items. This offers new insights into the cognitive processes of candidates during reading tests. Findings will be of value to examination boards preparing reading tests, to teachers and learners, and also to researchers interested in the cognitive processes of readers.

Stephen Bax

Papers

CALL—past, present and future

The end of CLT: a context approach to language teaching

Normalisation Revisited: The Effective Use of Technology in Language Education

Making CALL work: Towards normalisation

The cognitive processing of candidates during reading tests: Evidence from eye-tracking