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Assessment Myths

Assessment Myths Author Lia Plakans
ISBN-10 9780472035816
Release 2015-03-16
Pages 183
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This volume was conceived as a "best practices" resource for assessment in the way that "Vocabulary Myths" by Keith S. Folse is one for reading and vocabulary teachers. Like others in the "Myths "series, this book combines research with good pedagogical practices. The book opens with an introduction that reviews many key assessment terms and concepts. The myths examined in this book are: Assessment is just writing tests and using statistics.A comprehensive final exam is the best way to evaluate students.Scores on performance assessments are preferable because of their accuracy and authenticity.Multiple choice tests are inaccurate measures of language but are easy to write.We should test only one skill at a time.A test's validity can be determined by looking at it.Issues of fairness are not a concern with standardized testing.Teachers should never be involved in preparing students for tests.Implications for teaching and an agenda for research are discussed in a conclusion.

Listening Myths

Listening Myths Author Steven Brown
ISBN-10 9780472034598
Release 2011-02-25
Pages 208
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This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer. The myths debunked in this book are: § Listening is the same as reading. § Listening is passive. § Listening equals comprehension. § Because L1 language ability is effortlessly acquired, L2 listening ability is too. § Listening means listening to conversations. § Listening is an individual, inside-the-head process. § Students should only listen to authentic materials. § Listening can’t be taught.

Writing Myths

Writing Myths Author Joy M. Reid
ISBN-10 0472032577
Release 2008
Pages 207
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This volume was conceived as a "best practices" resource for writing teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. It was written to help ensure that writing teachers are not perpetuating the myths of teaching writing. Each author is a practicing teacher who selected his or her "myth" based on classroom experience and expertise. Both the research and pedagogy in this book are based on the newest research in, for example, teacher preparation, EAP and ESP, and corpus linguistics. The myths discussed in this book are: § Teaching vocabulary is not the writing teacher's job. (Keith S. Folse) § Teaching citation is someone else's job. (Cynthia M. Schuemann) § Where grammar is concerned, one size fits all. (Pat Byrd and John Bunting) § Academic writing should be assertive and certain. (Ken Hyland) § Students must learn to correct all their writing errors. (Dana Ferris) § Corpus-based research is too complicated to be useful for writing teachers. (Susan Conrad) § Academic writing courses should focus on paragraph and essay development. (Sharon Cavausgil) § International and U.S. resident ESL writers cannot be taught in the same class. (Paul Kei Matsuda) The book concludes with a discussion of students' myths about academic writing and teaching written by Joy Reid.

Second Language Acquisition Myths

Second Language Acquisition Myths Author Steven Brown
ISBN-10 0472034987
Release 2012
Pages 199
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This volume was conceived as a first book in SLA for advanced undergraduate or introductory master’s courses that include education majors, foreign language education majors, and English majors. It’s also an excellent resource for practicing teachers. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. It is not the goal of this book to address every SLA theory or teach research methodology. It does however address the myths and questions that non-specialist teacher candidates have about language learning. Steven Brown is the co-author of the introductory applied linguistics textbook Understanding Language Structure, Interaction, and Variation textbook (and workbook). The myths challenged in this book are: § Children learn languages quickly and easily while adults are ineffective in comparison. § A true bilingual is someone who speaks two languages perfectly. § You can acquire a language simply through listening or reading. § Practice makes perfect. § Language students learn (and retain) what they are taught. § Language learners always benefit from correction. § Individual differences are a major, perhaps the major, factor in SLA. § Language acquisition is the individual acquisition of grammar.

Vocabulary Myths

Vocabulary Myths Author Keith S. Folse
ISBN-10 0472030299
Release 2004-03-10
Pages 185
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What every ESL teacher should know about teaching vocabulary

Pronunciation Myths

Pronunciation Myths Author Linda Grant
ISBN-10 9780472035168
Release 2014-02-21
Pages 264
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This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices. The book opens with a Prologue by Linda Grant (author of the Well Said textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught. The myths challenged in this book are: § Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro) § Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates) § Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field) § Intonation is hard to teach. (Gilbert) § Students would make better progress if they just practiced more. (Grant) § Accent reduction and pronunciation instruction are the same thing. (Thomson) § Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy). The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.

Teaching and Learning in a Multilingual School

Teaching and Learning in a Multilingual School Author Tara Goldstein
ISBN-10 9781135641986
Release 2003-01-30
Pages 254
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Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose. The solutions and insights they derived from their experiences of working across linguistic, cultural, and racial differences will be extremely valuable to educators in other locales that have become home to large numbers of immigrant families. The book is designed to help readers think about how the issues and dilemmas in the case study manifest themselves in their own communities and how to apply the insights they gain to their own teaching and learning contexts: * Each chapter includes four components: an excerpt from the ethnographic study; an analytic commentary on the ethnographic text drawn from a variety of theoretical perspectives and academic disciplines (including interactionist sociolinguistics, language minority education, English as a Second Language education, critical literacy, anti-racist education, and critical teacher education); a pedagogical discussion; and suggestions for further reflection and discussion. * The book features the use of ethnographic play writing to engage readers with the issues that arise in multicultural/multilingual schools. The author's play Hong Kong, Canada is included in its entirety and is used to stimulate further discussion of the issues raised in each of the chapters. * Although it is organized around two different kinds of schooling dilemmas--dilemmas of speech and silence, and dilemmas of discrimination--everyday dilemmas of curriculum and assessment are also discussed throughout the book. * A methodological discussion of the choices the author made while designing, conducting, and writing up the critical ethnographic case study makes the book useful in qualitative research methodology courses. * A set of strategies and activities is provided for helping students develop English oral presentation skills.

Vocabulary in Language Teaching

Vocabulary in Language Teaching Author Norbert Schmitt
ISBN-10 9780521669382
Release 2000-03-13
Pages 224
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This comprehensive introduction to vocabulary makes research and theory accessible to language teachers.

Authentic Materials Myths

Authentic Materials Myths Author Eve Zyzik
ISBN-10 0472036467
Release 2017-03-03
Pages 184
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The use of authentic materials in language classrooms is sometimes discussed as a reliable way to expose students to the target language, but there is also disagreement regarding what kinds of authentic materials should be used, when they should be used, and how much of the curriculum should revolve around them. This volume in the Myths series explores the research related to the use of authentic materials and the ways that authentic materials may be used successfully in the classroom. Like others in the Myths series, this book combines research with good pedagogical practices. The myths examined in this book are: Authentic texts are inaccessible to beginners. Authentic texts cannot be used to teach grammar. Shorter texts are more beneficial for language learners. Activating background knowledge or making a word list is sufficient to prepare students for authentic texts. Authentic texts can be used to teach only listening and reading. Modifying or simplifying authentic texts always helps language learners. For learners to benefit from using authentic texts, the associated tasks must also be authentic. The Epilogue explores the challenges of using authentic texts in the classroom and calls for more research.

Language Teaching Research and Language Pedagogy

Language Teaching Research and Language Pedagogy Author Rod Ellis
ISBN-10 9781444336115
Release 2012-03-20
Pages 387
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This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. Offers an accessible overview of a range of research on instruction and learning in the L2 classroom Bridges the relationship between research, teachers, and learners Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching

Listening in the Language Classroom

Listening in the Language Classroom Author John Field
ISBN-10 9781107377226
Release 2009-01-22
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This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner. Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008.

New Perspectives on Grammar Teaching in Second Language Classrooms

New Perspectives on Grammar Teaching in Second Language Classrooms Author Eli Hinkel
ISBN-10 9781135644086
Release 2001-07-01
Pages 282
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New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show from both theoretical and practical perspectives that grammar teaching can be made productive and useful in ESL and EFL classrooms. In this text: *First-rate scholars approach the teaching of grammar from multiple complementary perspectives, providing an original, comprehensive treatment of the topic. *Discourse analysis and research data are used to address such pedagogical areas as grammatical and lexical development in speaking, listening, reading, and writing. *The communicative perspective on ESL and EFL instruction that is presented provides ways for learners to enhance their production skills, whereas the meaning-based grammar instruction can supplement and strengthen current methodology with a communicative focus. This volume is intended as a foundational text for second language grammar pedagogy courses at the advanced undergraduate and master's levels.

Good Teaching

Good Teaching Author Nancy Parks Bertrand
ISBN-10 0325003599
Release 2002
Pages 339
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With Integrating reading and the language arts, the authors provided a lucid description of the theory and practice of an effective literacy education. Now, in Good Teaching, Nancy Bertrand and Carole Stice's updated edition, the authors go a step further -- creating both a comprehensive textbook and an authoritative reference. They detail their theoretical and research base; provide connections to and a framework for instruction; describe the major approaches; offer a variety of sound, successful teaching techniques and strategies.

Understanding Second Language Acquisition

Understanding Second Language Acquisition Author Lourdes Ortega
ISBN-10 9781444117059
Release 2014-02-04
Pages 320
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Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at

Exploring Language Assessment and Testing

Exploring Language Assessment and Testing Author Anthony Green
ISBN-10 9781134516629
Release 2013-10-01
Pages 288
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Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Exploring Language Assessment and Testing is a straightforward introduction to the field that provides an inclusive and impartial survey of both classroom based assessment by teachers and larger scale testing, using concrete examples to guide students to the relevant literature. Ranging from theory to classroom based scenarios, the author provides practical guidance on designing, developing and using assessments, with flexible, step by step processes for improving the quality of tests and assessment systems to make them fairer and more accurate. This book is an indispensable introduction to the areas of language assessment and testing, and will be of interest to language teachers as well as postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment.

Seven Myths About Education

Seven Myths About Education Author Daisy Christodoulou
ISBN-10 9781317753414
Release 2014-03-14
Pages 134
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In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers: - Facts prevent understanding - Teacher-led instruction is passive - The 21st century fundamentally changes everything - You can always just look it up -We should teach transferable skills - Projects and activities are the best way to learn - Teaching knowledge is indoctrination. In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice. This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.

On Being a Language Teacher

On Being a Language Teacher Author Norma López-Burton
ISBN-10 9780300189582
Release 2014-03-11
Pages 384
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On Being a Language Teacher provides an innovative, personal approach to second-language teaching. Through illustrative personal anecdotes, this text guides new and aspiring language teachers through key pedagogical strategies while encouraging productive reflection by classroom veterans. An ancillary website provides online videos to complement the text by showing an experienced teacher applying the book’s lessons. In a market dominated by dense theoretical approaches to language pedagogy, this text provides an instantly accessible, practical set of teaching tools for educators at all levels. Its accessible style and affordability give it the flexibility to serve as either a primary or a supplemental text for teaching assistants, students in credential programs, or undergraduates in applied linguistics courses.