The learner-centred curriculum : a study in second language teaching

doi:10.1017/CBO9781139524506

Monograph•DOI•

The learner-centred curriculum : a study in second language teaching

30 Sep 1988-Hispania (Cambridge University Press)-Vol. 73, Iss: 4, pp 1009

TL;DR: The teacher as curriculum developer helps students and teachers understand and adopt a learner-centred curriculum and the role of teachers in the development of this curriculum.

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Abstract: Series Editors' Preface Preface 1. Introduction 2. Curriculum processes 3. Learner-centred curriculum development 4. Pre-course planning procedures 5. Planning content 6. Methodology 7. Resources for a learner-centred curriculum 8. Assessment and evaluation 9. Evaluation and professional development 10. The teacher as curriculum developer References Appendix Indexes.

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Book•

Individual Differences in Second Language Learning

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Peter Skehan

01 Mar 1989

TL;DR: In this paper, the authors survey the development in foreign language aptitude, motivation, learner strategies, and learner styles, and conclude with a review of taxonomies of such strategies and their trainability.

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Abstract: This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first language learning ability, and on the existence of evidence for “learner types.” Motivation research is reviewed partly with regard to Robert Gardner's research, and then in terms of a wider framework for the functioning of motivation within an educational context. The review of learner strategies research emphasizes current attempts to develop taxonomies of such strategies, and to investigate their theoretical basis and their trainability. Finally, learner styles research, drawing on field independence theory, is discussed, and links are made with the research on aptitude. The article finishes with sections on conceptual and methodological issues in ID research.

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1,348 citations

Journal Article•DOI•

Theorizing Language Teacher Identity: Three Perspectives and Beyond

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Manka M. Varghese, Brian Morgan, Bill Johnston¹, Kimberly A. Johnson•Institutions (1)

Indiana University¹

01 Jan 2005-Journal of Language Identity and Education

TL;DR: The authors explored ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) social identity theory, Lave and Wenger's (1991) theory of situated learning, and Simon's (1995) concept of the image-text.

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Abstract: Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) social identity theory, Lave and Wenger's (1991) theory of situated learning, and Simon's (1995) concept of the image-text. It is seen that each theoretical perspective allows us to investigate different substantive and theoretical aspects of language teacher identity and that there are strong conceptual resonances among the different approaches. While in isolation each theory has its limitations, an openness to multiple theoretical approaches allows a richer and more useful understanding of the processes and contexts of teacher identity.

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969 citations

Cites background from "The learner-centred curriculum : a ..."

...As classroom-based research became more popular, it became increasingly obvious that classrooms are in fact very complex places in which simplistic cause–effect models of teaching methodology were inadequate (e.g., Allwright, 1988; Nunan, 1988)....
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Journal Article•DOI•

Dictionary Use While Reading: The Effects On Comprehension and Vocabulary Acquisition For Students Of Different Verbal Abilities

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Susan M. Knight¹•Institutions (1)

Central Michigan University¹

01 Sep 1994-The Modern Language Journal

TL;DR: This article explored the effect of dictionary use on reading comprehension in first and second-level courses and found that dictionary use can affect reading comprehension and help some students more than others (i.e., those of higher or lower verbal ability levels).

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Abstract: VOCABULARY ACQUISITION IS CONSIDered by many to be the single most important aspect of foreign language learning. Not only do the majority of students studying foreign languages cite vocabulary as their number one priority (16; 50; 71), but it is often considered a priority by teachers as well. As Candlin asserts, "The study of vocabulary is at the heart of language teaching in terms of organization of syllabuses, the evaluation of learner performance, and the provision of learning resources" (viii). Nevertheless, while most first and second level courses emphasize vocabulary knowledge through their textbooks, courses with authentic texts often lack this emphasis (16; 24; 56). It appears that when the pedagogical focus shifts from medium to message, when students study literary texts instead of language texts, that the pedagogical assumption regarding vocabulary learning also shifts in emphasis from intentional to incidental. Vocabulary is no longer a primary classroom focus, something to be taught and tested; but rather, something to be acquired incidentally by the student while reading. Although one popular theory of second language acquisition (SLA) is based on this premise of incidental vocabulary acquisition as the result of comprehensible input (37; 38), does this actually happen? Do students acquire unknown words incidentally while reading? If so, how many and to what degree? An additional concern is dictionary use. Although many students express reliance on dictionaries (5; 69), many educators and researchers discourage the practice, advising students to guess at word meaning and to use the dictionary only as a tool of last resort (27; 48; 63). The primary concern is that looking up words frequently interferes with short term memory and thus disrupts the comprehension process. Empirical evidence to substantiate these assertions and corresponding pedagogical practices, however, is lacking (13; 43). Some of the unanswered questions that this study explores are: 1) Do students indeed acquire a significant amount of vocabulary while reading? 2) Are more words learned by guessing from context or by looking them up in a dictionary? 3) Does dictionary use affect reading comprehension? 4) Does dictionary use help some students more than others (i.e., those of higher or lower verbal ability levels)?

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538 citations

Journal Article•DOI•

Out of the Woods: Emerging Traditions in the Teaching of Writing

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Ann Raimes¹•Institutions (1)

City University of New York¹

01 Sep 1991-TESOL Quarterly

TL;DR: The authors discuss the difficulty of negotiating our way in search of new approaches, focusing in turn on the writer and the writer's processes, on academic content, and on the reader's expectations.

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Abstract: Twenty-five years ago, writing instruction was characterized by an approach that focused on linguistic and rhetorical form. Since then, we have gone into the woods in search of new approaches, focusing in turn on the writer and the writer's processes, on academic content, and on the reader's expectations. In our search for a new approach, we have come up against some thorny issues, five of which are described in detail: the topics for writing, the issue of "real" writing, the nature of the academic discourse community, contrastive rhetoric, and responding to writing. The difficulty of negotiating our way also makes us susceptible to false trails. The paper ends with a discussion of emerging traditions that reflect shared recognitions rather than provide new methodologies.

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475 citations

Cites background from "The learner-centred curriculum : a ..."

...Whole language research with ESOL adults owes a debt to David Nunan (1988), who has carried out studies with thousands of students and hundreds of teachers in the Australian Adult Migrant Education Programme....
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...A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Editor TABLE OF CONTENTS SANDRA SILBERSTEIN, University of Washington Review Editor HEIDI RIGGENBACH, University of Washington Brief Reports and Summaries Editor GAIL WEINSTEIN-SHR, University of Massachusetts at Amherst Research Issues Editor GRAHAM CROOKES, University of Hawaii at Manoa Assistant Editor DEBORAH GREEN, University of Washington Editorial Assistant MAUREEN P. PHILLIPS, University of Washington Editorial Advisory Board Roberta G. Abraham Iowa State University Michael K. Legutke Joan Eisterhold Carson Goethe Institute, Munich Georgia State University Sandra McKay Jim Cummins San Francisco State University Ontario Institute for Studies in Education David Nunan Graham Crookes Macquarie University University of Hawaii at Manoa Teresa Pica Catherine Doughty University of Pennsylvania The University of Sydney Miriam Eisenstein N. S. Prabhu New York University National University of Singapore Yehia E1-Ezabi Thomas Ricento United Arab Emirates University/ Central Michigan University The American University in Cairo Patricia L. Rounds Susan Gass University of Oregon Michigan State University Thomas Huckin May Shih University of Utah San Francisco State University Thom Hudson James W. Tollefson University of Hawaii at Manoa University of Washington Claire Kramsch Lise Winer University of California, Berkeley Southern Illinois University Credits Advertising arranged by Patti Olson, TESOL Central Office, Alexandria, Virginia Typesetting, printing, and binding by Pantagraph Printing, Bloomington, Illinois Design by Chuck Thayer Advertising, San Francisco, California VOLUMES MENU TESOL QUARTERLY Volume 25, Number 3 ❑ Autumn 1991 CONTENTS To print, select PDF page n o s . i n p a r e n t h e s e sARTICLES Current Developments in Second Language Reading Research 375 William Grabe Out of the Woods: Emerging Traditions in the Teaching of Writing 407 Ann Raimes Listening in the Native and Second/Foreign Language: Toward an Integration of Research and Practice 431 Patricia Dunkel Grammar Pedagogy in Second and Foreign Language Teaching 459 Marianne Celce-Murcia The Pronunciation Component in Teaching English to Speakers of Other Languages 481 Joan Morley Whole Language in TESOL 521 Pat Rigg ( 8 - 3 9 ) ( 4 0 - 6 3 ) ( 6 4 - 9 0 ) (92-113) (114-153) (154-175) Information for Contributors 543 Editorial Policy General Information for Authors Publications Available from the TESOL Central Office 547 TESOL Membership Application 559 Editor's Note ■ This is the second of two special issues celebrating the 25th anniversary of the TESOL Quarterly....
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...At Fresno High School, David Freeman (personal communication, 1991) consults in setting up courses with teachers from biology and social studies in collaboration with ESL teachers at the local high schools; he says the content-area teachers quickly recognize the fun of working with ESOL students, and they recognize that an experiential approach to concept development will work with all of their students....
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...Student-centered means building the curriculum in the class with and for the students (Nunan, 1988)....
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Journal Article•DOI•

Needs analysis in language teaching

[...]

Richard West¹•Institutions (1)

University of Manchester¹

01 Jan 1994-Language Teaching

413 citations

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The learner-centred curriculum : a study in second language teaching

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Cites background from "The learner-centred curriculum : a ..."

Cites background from "The learner-centred curriculum : a ..."

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