Theodore S. Rodgers

Bio: Theodore S. Rodgers is an academic researcher from University of Hawaii at Manoa. The author has contributed to research in topics: Language education & Comprehension approach. The author has an hindex of 9, co-authored 16 publications receiving 4475 citations.

Approaches and Methods in Language Teaching

Abstract: From the Publisher: "Are you interested in using the Internet in your classroom but don't know where to start? This book introduces teachers to the Internet and provides a collection of activities for classroom use." "The first part of the book discusses different facets of the Internet (software, modes of communication, finding and classifying resources) and gives clear guidance on the practicalities of using the Internet as a resource and classroom tool. The second part provides a range of practical activities grouped by theme and level. The final part of the book looks at how to create simple web pages and offers guidelines on how to set up and run global projects such as email and cultural exchanges."--BOOK JACKET.

Approaches and Methods in Language Teaching: Cooperative Language Learning

Abstract: Background Cooperative Language Learning (CLL) is part of a more general instructional approach also known as Collaborative Learning (CL). Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. It has been defined as follows: Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992: 8) Cooperative Learning has antecedents in proposals for peer-tutoring and peer-monitoring that go back hundreds of years and longer. The early twentieth century U.S. educator John Dewey is usually credited with promoting the idea of building cooperation in learning into regular classrooms on a regular and systematic basis (Rodgers 1988). It was more generally promoted and developed in the United States in the 1960s and 1970s as a response to the forced integration of public schools and has been substantially refined and developed since then. Educators were concerned that traditional models of classroom learning were teacher-fronted, fostered competition rather than cooperation, and favored majority students. They believed that minority students might fall behind higher-achieving students in this kind of learning environment.

Approaches and Methods in Language Teaching: The lexical approach

Abstract: Background We have seen throughout this book that central to an approach or method in language teaching is a view of the nature of language, and this shapes teaching goals, the type of syllabus that is adopted, and the emphasis given in classroom teaching. A lexical approach in language teaching refers to one derived from the belief that the building blocks of language learning and communication are not grammar, functions, notions, or some other unit of planning and teaching but lexis, that is, words and word combinations. Lexical approaches in language teaching reflect a belief in the centrality of the lexicon to language structure, second language learning, and language use, and in particular to multiword lexical units or “chunks” that are learned and used as single items. Linguistic theory has also recognized a more central role for vocabulary in linguistic description. Formal transformational/generative linguistics, which previously took syntax as the primary focus, now gives more central attention to the lexicon and how the lexicon is formatted, coded, and organized. Chomsky, the father of contemporary studies in syntax, has recently adopted a “lexicon-is-prime” position in his Minimalist Linguistic theory. The role of lexical units has been stressed in both first and second language acquisition research. These have been referred to by many different labels, including “holophrases” (Corder 1973), “prefabricated patterns” (Hakuta 1974), “gambits” (Keller 1979), “speech formulae” (Peters 1983), and “lexicalized stems” (Pawley and Syder 1983). Several approaches to language learning have been proposed that view vocabulary and lexical units as central in learning and teaching.

Approaches and Methods in Language Teaching: The nature of approaches and methods in language teaching

Abstract: We saw in the preceding chapter that the changing rationale for foreign language study and the classroom techniques and procedures used to teach languages have reflected responses to a variety of historical issues and circumstances. Tradition was for many years the guiding principle. The Grammar-Translation Method reflected a time-honored and scholarly view of language and language study. At times, the practical realities of the classroom determined both goals and procedures, as with the determination of reading as the goal in American schools and colleges in the late 1920s. At other times, theories derived from linguistics, psychology, or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assumed a more central role within applied linguistics from the 1940s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. In this chapter we will clarify the relationship between approach and method and present a model for the description, analysis, and comparison of methods. Approach and method When linguists and language specialists sought to improve the quality of language teaching in the late nineteenth century, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured.

Approaches and Methods in Language Teaching: The Oral Approach and Situational Language Teaching

Abstract: Few language teachers today are familiar with the terms Oral Approach or Situational Language Teaching , which refer to an approach to language teaching developed by British applied linguists from the 1930s to the 1960s. Even though neither term is commonly used today, the impact of the Oral Approach has been long-lasting, and it has shaped the design of many widely used EFL/ESL textbooks and courses, including many still being used today. One of the most successful ESL courses published, Streamline English (Hartley and Viney 1978), reflected the classic principles of Situational Language Teaching, as did many other series that have been widely used (e.g., Access to English , Coles and Lord 1975; Kernel Lessons Plus , O'Neill 1973; and many of L. G. Alexander's widely used textbooks, e.g., Alexander 1967). Hubbard, Jones, Thornton, and Wheeler's comment in 1983 still holds true today: “This method is widely used at the time of writing and a very large number of textbooks are based on it” (Hubbard et al. 1983: 36). It is important, therefore, to understand the principles and practices of the Oral Approach and Situational Language Teaching. Background The origins of this approach began with the work of British applied linguists in the 1920s and 1930s. Beginning at this time, a number of outstanding applied linguists developed the basis for a principled approach to methodology in language teaching. Two of the leaders in this movement were Harold Palmer and A. S. Hornby, two of the most prominent figures in British twentieth-century language teaching. Both were familiar with the work of such linguists as Otto Jespersen and Daniel Jones, as well as with the Direct Method.

Handbook of research in second language teaching and learning

Abstract: Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

The Study of Language

Abstract: This bestselling textbook provides an engaging and user-friendly introduction to the study of language Assuming no prior knowledge of the subject, Yule presents information in bite-sized sections, clearly explaining the major concepts in linguistics and all the key elements of language This seventh edition has been revised and updated throughout, with substantial changes to the chapters on phonetics and semantics, and forty new study questions To increase student engagement and to foster problem-solving and critical thinking skills, the book includes over twenty new tasks An expanded and revised online study guide provides students with further resources, including answers and tutorials for all tasks, while encouraging lively and proactive learning This is the most fundamental and easy-to-use introduction to the study of language

Second Language Instruction Does Make a Difference

Abstract: A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experimentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructional treatment, and (c) choice of SL assessment measures. This article presents the findings of a recent empirical study which (a) show that SL instruction is effective; (b) show that attention to form, either via detailed analysis of structure or highlighting of target language (TL) structures in context, promotes acquisition of interlanguage (IL) grammar, but that only the latter comes hand-in-hand with comprehension of input; and (c) replicate earlier findings suggesting an important role for markedness theory in instructed IL development.

Task-based language teaching

Abstract: L’enseignement par tâches (ET) s’inscrit dans la mouvance des etudes sur l’approche communicative et l’acquisition d’une langue seconde. Dans le debat en cours sur l’apprentissage/acquisition des langues, ET se veut la demonstration que certains types d’activites communicatives d’apprentissage peuvent mener a l’acquisition, si on les organise selon des criteres bien definis. Cependant, il existe des tâches concues pour la mise en œuvre d’une demarche communicative (Prahbu 1987) ; des tâches fondees sur ce que nous savons de l’apprentissage des langues (Long 1985 ; Long & Crookes 1992, 1993) ; et des tâches fondees sur ce que nous connaissons grâce aux theories generales sur l’education (Breen 1984, 1987 ; Candlin 1987). Dans le present article, nous examinons pour commencer deux types de programme d’etude qui semblent fournir une justification de ET. Nous presentons ensuite differents types de methodes fondees sur la tâche a accomplir, notamment les categories de tâches definies par Long & Crookes (1992, 1993). Nous etudions de quelle maniere ces methodes s’inserent dans les trois conceptions de l’enseignement des langues que proposent Freeman & Richards (1993) et Richards (1994). Pour conclure, nous evoquons certains des problemes que pose l’enseignement par tâches.

Understanding Language Teaching: From Method to Postmethod

Abstract: Contents: Preface: The Pattern Which Connects. Part I: Language, Learning, and Teaching. Language: Concepts and Precepts. Learning: Factors and Processes. Teaching: Input and Interaction. Part II: Language Teaching Methods. Constituents and Categories of Methods. Language-Centered Methods. Learner-Centered Methods. Learning-Centered Methods. Part III: Postmethod Perspectives. Postmethod Condition. Postmethod Pedagogy. Postmethod Predicament. Postscript: The Pattern Which Comforts.