This Book shares the practical ideas and resources for Preparing Computer Assisted Language Learning (CALL) materials for second language learners. The book serves as a beginners guide for teachers who wish to use learning technologies. The book is an outcome of research on CALL materials and will help you design task based activities for learning in the classroom and beyond the classroom covering all the four skills.
Increasingly English for Academic Purposes programmes aim to enhance vocabulary development through a content-based, integrated skills approach, but how well are learners able to demonstrate knowledge of and use the vocabulary they encounter in the longer term? This book seeks to answer this question by tracking four learners studying on a three-month EAP programme. It investigates the quality and frequency of learners’ encounters with unfamiliar vocabulary in reading, listening, writing and speaking tasks. The research focuses on the contribution of four factors to vocabulary acquisition: learner perception, depth of cognitive processing, learning conditions and frequency of exposure. The book discusses the pedagogical and theoretical implications of the findings for teachers, learners and materials writers concerned with vocabulary acquisition in an English for Academic Purposes context.
The socioeducational model, for about four decades, had dominated the research agenda of second language (L2) learning motivation. However, through a variety of scientific studies, scholars found it was necessary to develop the model in order to accurately and sufficiently interpret motivation of L2 learners. In response to this need, Dornyei (2005) proposed the L2 motivational self system to address L2 motivation from the perspective of L2 self. The validity of the system has been verified with English as a foreign language learners, yet unknown with learners of other languages. This study, as first-ever, investigates Chinese heritage and nonheritage learners to examine if the L2 motivational self system can be expanded to learners of a language other than English. The ?ndings demonstrate that the perspective of L2 self provides new insights into the motivation of general foreign language learners, and heritage and nonheritage learners’ comparison. Useful pedagogical implications are provided corresponding to the ?ndings. This study should be helpful for researchers of L2 motivation and acquisition, and instructors of Chinese and other languages.
This book contains details of a study that investigated the needs of adult English Language Learners (ELLs) studying English in the community college setting in the U.S. The study was conducted in Western North Carolina, where administrators, teachers, and students of three different community colleges were interviewed. Interviews revealed that learners in this context are primarily interested in increasing speaking and listening skills so that that they can better communicate in situations they encounter on a regular basis. Extensive research regarding effective English Language Teaching for adult ELLs helped establish criteria for teaching materials that would be beneficial for this group of learners. Textbook evaluations were created and applied to textbooks that were commonly used in all of the participating community colleges, as well as a corpus-based textbook that was created using the Cambridge Corpus of Spoken North American English and not used at any of the colleges. The research conducted for this study is highlighted in this book, as well as suggestions for creating both textbook and computer programs that will better meet the needs of this learner population.
This book investigates the pedagogy of English as a second language with specific attention to the use of resource materials in the classroom. The book highlights the use of different types of resources at the teachers' and learners' disposal for improving teaching and learning of English. This book is intended for secondary school teachers and any other scholars interested in the teaching of English as a second language
Second edition of this popular course for young learners - now seven levels including Starter. Perfect preparation for Cambridge English Young Learners: Starters Well-loved by children and teachers the world over, Kid's Box is bursting with bright ideas to inspire you and your pupils. Perfect for general use, the course also fully covers the syllabus of the Cambridge Young Learners English (YLE) tests, preparing your students for success at Starters, Movers and Flyers. This Language Portfolio fully complies to CEF guidelines, and allows students to monitor their own progress.
As one of the most important components of language, vocabulary and the way it can be taught have been a long standing concern of many teachers. This book addresses vocabulary learning in the context of task-based teaching. It compares the contribution of input-oriented and output-oriented tasks to L2 vocabulary comprehension and production. It offers a theoretical review of some of the current views in this area followed by an empirical analysis of the issue. This book is suggested for second language learners at various proficiency levels as well as teachers and materials developers who are concerned with vocabulary learning.
Motivation has been researched in relation to language learning in the computer-assisted language learning (CALL) context in recent years. This book explores English as second language (ESL) learners’ language learning processes on computers for developing listening and speaking skills. The author investigated the extent to which CALL may motivate learners to take charge of their own learning, associated with learner autonomy, and enhance their language learning. This book is based on a study at two UK university language centres, concerning students’ working individually on computers. The results suggest that both students and teachers found it beneficial to work on CALL programs for individual study to develop students’ listening and speaking skills for several key reasons, relating to ‘Motivation’.
This action research study explored how discussion strategy can be used to enhance learners'' oral communication in a Form II secondary classroom in Dar es Salaam. Data collection methods used were interviews, classroom observations, reflective conversations and documentary analysis. Findings suggest that discussion increases the quality and quantity of oral interactions, facilitates learning of new words and creates a positive affective climate in the classroom. However, in order to realize these benefits, the teacher''s role is vital in setting clear tasks, providing opportunities for speaking and ensuring a safe and encouraging classroom climate. In addition, teacher''s wide knowledge base and skills in pedagogy ease facilitation of effective discussions.Although learners'' oral communication was enhanced, the prevalent language in use in the school; Kiswahili, still affected the amount of English spoken outside the classroom.Recommendations and implications for second language classroom practice, traditionally dominated by teacher talk, are discussed.
I have read this book cautiously and I found it delighted and I really appreciate the author’s effort in assessing the Teachers’ and Learners’ attitude towards using Authentic Materials in Teaching and Learning reading skills at higher institutions. Besides, I believe that this book can be used as reference materials and open a way for language teachers to prepare and design original materials for classroom purpose. In addition, this book can serve as an opening door for further researcher to conduct a research on the Language Skills areas and fill the gap (Fisseha Negasy MA).
This book describes the use of English synonyms by second language learners of English in Kenyan secondary schools. Chapter one describes the bases of the research. Chapter two introduces the pertinent issues in grammar patterns and lexical strategies related to the use of synonyms. Chapter three focuses on the research methodology. In Chapters four, five and six are the grammar patterns and the lexical strategies identified in the research. In Chapter seven the grammar patterns are correlated to the lexical strategies to reveal that the presentation of synonyms in class and in reference materials are factors that lead to inappropriate usage. The correlation also reveals that even when synonyms are presented correctly the lexical strategies the user employs lead to inappropriateness. The findings also indicate inadequate depth and width in the respondents'' vocabulary. These findings are evaluated for pedagogic implications in Chapter 8, which discusses the need to investigate vocabulary teaching methods, norms and instructional materials. Chapter 9 summarizes the findings and gives recommendations for the teaching of second language vocabulary and for further research.
Now in its third edition, this comprehensive, best-selling methodology resource gives both experienced and prospective ESL/EFL teachers the theoretical background and practical applications they need to decide which methods, materials, and resources can and should be used in their classrooms. New, personal contributions from 40 acknowledged specialists offer a variety of perspectives on teaching and learning. Eight new chapters include Computers in Language Teaching, Syllabus Design, Cognitive Approaches to Grammar Instruction, Styles and Strategies of Language Learners, Building Awareness and Practical Skills to Facilitate Cross-cultural Communication, and more. With a focus on the learner and attention to the socio-cultural influences on language learning, "The Apple Book" covers methodology, language skills, integrated approaches, learner variables, and teacher development. Each chapter lists useful references and Web sites for additional information on the topics. Ideal for classroom or personal use, this text also includes discussion questions and activities, methods, materials, and resources for extra information.
English has continued to occupy a very high status in the school curriculum in Zimbabwe. As such, it is used as an official language as well as a language of instruction. However, the teaching of English as a second language presents a host of challenges to both teachers and learners in bilingual contexts. Second language learners lack the desired proficiency to enable them to access the curriculum and this has often resulted in high failure rate. Educators must therefore continually reflect upon their practice to address the needs of ESL learners. This book is an examination of some of the many factors that promote or inhibit learner’s performance in ESL across school types. The book attempts to highlight how school culture, availability of authentic teaching and learning materials, parental involvement in children’s learning and the use of leaner centered approaches can either promote or hinder learner’s performance in ESL. The book is a valuable contribution to both teachers and learners in Zimbabwe and elsewhere.
Second edition of this popular course for young learners - now seven levels including Starter. Perfect preparation for Cambridge English Young Learners: Flyers with Level 6. Well-loved by children and teachers the world over, Kid's Box Second edition is bursting with bright ideas to inspire you and your pupils. Perfect for general use, the course also fully covers the syllabus of the Cambridge Young Learners English (YLE) tests, preparing your students for success at Starters, Movers and Flyers. The Pupil's Book 6 presents and practises new language through entertaining stories and fantastic songs and activities, making the learning process a joy. Flyers-type tests in Level 6 assess progress, and familiarise children with the exam format.