English Language Teaching in its Social Context

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COMPREHENSION AND PRODUCTION STRATEGIES 89Lowe, P. Jr. (1982) TLR Handbook on Oral Interview Testing. Washington, D.C.: Defense LanguageInstitute.Lyster, R. and Ranta, L. (1997) ‘Corrective feedback and learner uptake: negotiation of formin communicative classrooms’. Studies in Second Language Acquisition 19: 37-66.McLaughlin, B. (1987) Theories $Second Language Acquisition. London: Edward Arnold.McNamara, T. (1995) ‘Modelling performance: opening Pandora’s box’. Applied Linguistics 16:159-79.Oller, J.W. (1983) (cd.). Issues in Language Testing Research. Rowley, Mass.: Newbury House.Pica, T. (1994) ‘Research on negotiation: what does it reveal about second language learning,conditions, processes, outcomes?’. Language Learning 44: 493-527.Postovsky, V. (1977) ‘Why not start speaking later?’, in Burt, M., Dulay, H. and Finocchiaro,M. (eds) Viewpoints on English as a Second Language. NewYork: Regents.Schmidt, R. (1983) ‘Interaction, acculturation, and the acquisition of communicativecompetence’, in Wolfson, N. and Judd, E. (eds) Sociolinguistics and Second LanguageAcquisition. Rowley, Mass.: Newbury House.Skehan, P. (1984) ‘On the non-magical nature of foreign language learning’. PolyBot 5: Fiche 1.Spolsky, B. (1985) ‘Formulating a theory of second language learning’. Studies in SecondLanguage Acquisition 7: 269-88.Swain, M. (1985) ‘Communicative competence: some roles of comprehensible input andcomprehensible output in its development’, in Gass, S. and Madden, C. (eds) Input inSecond Language Acquisition. Rowley, Mass. : Newbury House.Swain, M. (1995) ‘Three functions of output in second language learning’, in G. Cook and B.Seidlhofer (eds) Principles and Practice in Applied Linguistics. Oxford: Oxford UniversityPress.Swain, M. and Lapkin, S. (1982) Evaluating Bilingual Education:A Canadian Case Study. Clevedon,Avon: Multilingual Matters.Tarone, E. (1981) ‘Some thoughts on the notion of communication strategy’. TESOL Quarterly15: 2845-95.VanPatten, B. (1990) ‘Attending to content and form in the input: an experiment inconsciousness’. Studies in Second Language Acquisition 12: 287-301.Widdowson, H.G. (1989) ‘Knowledge of language and ability for use’. Applied Linguistics 10:128-37.Winitz, H. (1978) ‘A reconsideration of comprehension and production in language training’.Applied Health and Behavioural Sciences 1 : 272-3 15.
Chapter 5Leo van LierCONSTRAINTS AND RESOURCES INCLASSROOM TALK: ISSUES OF EQUALITYAND SYMMETRYOST CURRENT VIEWS OF LANGUAGE education are based on theM assumption that social interaction plays a central role in learning processes, as aquick glance at the dominant terminology shows. “Communication,” “negotiation ofmeaning,”“co-construction,”“coopcrative learning,”“responsive teaching,” and many otherterms like them testify to a fundamental shift from conditioning, association, and otherlaboratory-based notions of learning to human learning as it is situated in the everyday socialworld of the learner.This shift to the social context (and construction) of language learning does not makethe invcstigation of learning processcs any easier. On thc contrary. The security of isolatingvariables and defining them operationally, a security obtained by laboratory-like experimentsand statistical inferences, is largely lost, as the researcher is forced to look for determinantsof learning in the fluid dynamics of real-time learning contexts.Traditionally we have thought of scientific research as a matter of looking into causesand effects, and the benefits have been cast in the shape of generalizations from a sample toa population and of accurate predictions of future occurrcnces.This research scenario, whileadequate for simple physical processes and laboratory-controlled behaviors, will no longerwork once we venture forth into the real world of complexity, in which many people andcircumstances act and interact. Here there are no simple causes, and predictability mustyield to contingency. Research must be aimed at increasing our understanding, bothholistically and in the smallest details, of the social setting as a complex adaptive system.Increased understanding allows us not to generalize but to particularize, that is, to adaptour skills, ideas, and strategies to the changing circumstances and the multifarious influencesof the contexts in which the investigated processes occur.It is of the utmost importance to realize how different the job ofresearching languagelearning becomes once we decide that the social context is central.To continue looking foroperationally defined, discretely measured, statistically manipulated, and causally predictivevariables would be to approach one job with tools that belong to another. It would belike going to an archaeological site with a combine harvester or like shining shoes with anail file.In this essay I examine social interaction in language-learning settings from the pointof view that such settings are complex systems in which both attention to detail and global
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English Language Teaching in its So
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English Language Teaching in its So
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First published 2001by Routledge11
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IllustrationsFigures1.12.13.13.25.1
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Ac kn ow I e d g e me n t sThe edit
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xivAC I
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2 INTRODUCTIONprocess evoke and cre
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6 INTRODUCTIONcould be used by adul
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8 INTRODUCTIONkey theme in the pape
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Chapter 1Rosamond Mitchell and Flor
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SECOND LANGUAGE LEARNING: CONCEPTS
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FACTORS AFFECTING SECOND LANGUAGE L
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THE SOCIAL CONTEXT FOR LANGUAGE LEA
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~ (1~ (1THE SOCIAL CONTEXT FOR LANG
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PART TWOStrategies and goals in the
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148 PAUL I
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~ do~ iswouldwhat156 PAUL KNIGHTLIS
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162 PAUL KNIGHT6 Raman goes to see
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~ (1~ (1~~~ (1166 PAUL KNIGHTForeig
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168 JACI< C. RICHARDSa basis for es
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170 JACK C. RICHARDSClassroom manag
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172 JACK C. RICHARDSinformation, an
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174 JACK C. RICHARDSMore recent wor
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176 JACI< C. RICHARDSsuccessful rea
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~ (1985b)178 JACI< C. RICHARDSCohen
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Chapter 10Michael H. LongFOCUS ON F
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182 MICHAEL H. LONG“interfering
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184 MICHAEL H. LONGdcvelopmcnt now
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186 MICHAEL H. LONGPavcsi’s study
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~ (1~ (1190 MICHAEL H. LONGSpada, N
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eingmore192 DAVID NUNANsense. This
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194 DAVID NUNANenable them to make
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196 DAVID NUNANExample 3Look at the
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198 DAVID NUNANConclusionIn this ch
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Chapter 12Anne BurnsGENRE-BASED APP
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202 ANNE BURNSteacher to structure
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204ANNE BURNST:L:T:L:T:L:T:LL:T:L:L
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206 ANNE BURNSSu: Oh (laughs) . . .
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Chapter 13A. Suresh CanagarajahCRIT
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ofTESOL-related macrostructures, an
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212 A. SURESH CANAGARAJAHI enjoyed
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214 A. SURESH CANAGARAJAHconducted
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216 A. SURESH CANAGARAJAHtranscende
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218 A. SURESH CANAGARAJAH(c)(d)(e)(
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220 A. SURESH CANAGARAJAHdownTamil
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222 A. SURESH CANAGARAJAHearly OS),
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224 A. SURESH CANAGARAJAHthe intere
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~ (1226 A. SURESH CANAGARAJAHO’Ne
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228 J. KEITH CHICI
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230 J. KEITH CHICI
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232 J. KEITH CHICI
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234 J. I
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236 J. KEITH CHICKare responsible f
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238 J. KEITH CHICI
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Chapter 15Neil MercerLANGUAGE FOR T
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LANGUAGE FOR TEACHING A LANGUAGE 24
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thecanLANGUAGE FOR TEACHING A LANGU
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~ orwhatassignments,LANGUAGE FOR TE
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~ note,LEARNING A NEW REGISTER 259T
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LEARNING A NEW REGISTER 261there is
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LEARNING A NEW REGISTER 2632 when I
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LEARNING A NEW REGISTER 265session,
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awhichLEARNING A NEW REGISTER 267ha
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~ (1~ (1LEARNING A NEW REGISTER 269
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Chapter 17Angel M. Y. LinDOING-ENGL
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DO1 N G-E NG LIS H - LESS0 N S 273l
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DO1 NG-E NG LIS H - LESS0 N S 279he
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DOING-ENGLISH-LESSONS 281to where?>
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DO IN G - E N G L IS H - L E S SO N
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DO1 N G - E N G L IS H - L E SSO N
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Chapter 18Assia SlimaniEVALUATION O
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EVALUATION OF CLASSROOM INTERACTION
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~ (1983)~ (1EVALUATION OF CLASSROOM
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APPENDIX 2: UPTAKE IDENTIFICATION P
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NAVIGATING THE DISCOURSE 307psychol
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NAVIGATING THE DISCOURSE 309individ
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NAVIGATING THE DISCOURSE 311are not
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NAVIGATING THE DISCOURSE 313types o
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NAVIGATING THE DISCOURSE 315as appr
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NAVIGATING THE DISCOURSE 317learner
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NAVIGATING THE DISCOURSE 319the oth
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~ (1976b)NAVIGATING THE DISCOURSE 3
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Chapter 20Joan SwannRECORDING AND T
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RECORDING AND TRANSCRIBING TALI< 32
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RECORDING AND TRANSCRIBING TALK 327
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~andRECORDING AND TRANSCRIBING TALK
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Indexabsolute innovation 6 1academi
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INDEX 347discursive practices 3 10,
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INDEX 349teachers 6, 22740; constru
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3INDEX 351sampling 323 4Sapir, E. 1
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