Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike

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Second Language Writing

This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amo...

Technologies for foreign language learning: a review of technology types and their effectiveness

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004144

Authentic materials and authenticity in foreign language learning

Corpus linguistics is the study of language data on a large scale – the computer-aided analysis of very extensive collections of transcribed utterances or written texts This textbook outlines the basic methods of corpus linguistics, explains how the discipline of corpus linguistics developed and surveys the major approaches to the use of corpus data It uses a broad range of examples to show how corpus data has led to methodological and theoretical innovation in linguistics in general Clear and detailed explanations lay out the key issues of method and theory in contemporary corpus linguistics A structured and coherent narrative links the historical development of the field to current topics in 'mainstream' linguistics Practical tasks and questions for discussion at the end of each chapter encourage students to test their understanding of what they have read and an extensive glossary provides easy access to definitions of technical terms used in the text

Corpus Linguistics: Method, Theory and Practice

Contents General Editors' Preface Acknowledgements Introduction Section I Key concepts 1 The emergence of CALL 1.1 A broad discipline 1.2 Technology driving CALL 1.3 The changing focus of research in CALL Summary 2 A brief history of CALL 2.1 CALL in the 1950s and 1960s 2.2 Simulations 2.3 CALL in the 1970s and 1980s 2.4 CALL in the 1990s 2.5 CALL in the 21st Century Summary 3 Hypertext, hypermedia and multimedia 3.1 Hypertext 3.2 Hypermedia 3.3 Multimedia 3.4 Antecedents of multimedia 3.5 Science fiction and CALL 3.6 The printed book and CALL 3.7 Applications to general learning 3.8 Applications of multimedia to language learning Summary 4 Eight CALL applications 4.1 Word processing 4.2 Games 4.3 Literature 4.4 Corpus linguistics 4.5 Computer-mediated communication 4.6 WWW resources 4.7 Adapting other materials for CALL 4.8 Personal Digital Assistants (PDAs) and Mobile Telephones Summary Section II The place of CALL in research and teaching 5 Second-language Acquisition and models of instruction 5.1 Concepts in SLA, behaviourism and constructivism 5.2 Comprehensible input and output 5.3 Behaviourist models of instruction 5.4 Constructivism Summary 6 Collaboration and negotiation of meaning 6.1 The place of collaboration in CALL 6.2 Structuring collaboration 6.3 Differences between collaboration and other terms 6.4 The range of collaboration and CALL 6.5 Collaboration at the computer 6.6 Benefits of collaborative learning at the computer 6.7 Collaboration, CALL and SLA 6.8 Collaboration at the computer as evidenced by discourse 6.9 Challenges to collaboration 6.10 Challenges to collaboration in a CALL context 6.11 Discourse that evidences challenges to collaboration Summary 7 Defining a model of CALL 7.1 Defining a model 7.2 The need for a CALL model 7.3 A model of current non-CALL language learning 7.4 Dunkin and Biddle's model in a CALL context 7.5 Various views of CALL 7.6 Teacher and pupil classroom behavior: activities used in CALL 7.7 A virtual classroom 7.8 Aspects of a CALL model Summary 8 Theoretical and pedagogical concerns 8.1 Concerns for software development 8.2 Pedagogical concerns for classroom practice 8.3 &uating software 8.4 Learning and working styles 8.5 Evolving technology 8.6 Commercial software 8.7 Making better use of existing materials 8.8 Copyright and plagiarism 8.9 Viruses 8.10 Safety online 8.11 Technological have-nots Summary Section III Researching CALL 9 Current research interests 9.1 A new field: reporting CALL research 9.2 Approaches to research in CALL 9.3 The computer as a tool of research 9.4 The role of commercial publishers 9.5 Reviewing current studies: a survey 9.6 Conducting research 9.7 Action research Summary 10 Research 10.1 Research context 1: The literature review 10.2 Research context 2: A pilot study 10.3 Research context 3: Corpus linguistics 10.4 Research context 4: Error analysis 10.5 Research context 5: The experiment 10.6 Research context 6: A case study 10.7 Research context 7: The survey 10.8 Research context 8: The ethnographic approach Conclusion Section IV Resources Glossary of key terms References Index

Teaching and Researching Computer-Assisted Language Learning

Preface Foreward Acknowledgements List of Contributors General Introduction 1 Teaching and Language Corpora: a Convergence, GLeech Section A Why use corpora? 2 Corpus Evidence in Language Description, JM Sinclair 3 Corpora and the Design of Teaching Materials, D Mindt 4 Enriching the Learning Environment: Corpora in ELT, G Aston Section B Teaching Languages 5 All the Languge That's Fit to Print: Using British and American Newspaper CD-ROMs as Corpora, D Minugh 6 Exporing Texts through the Concordancer: Guiding the Learner, L Gavioli 7 Contexts: the Backgroud, Development and Trialling of a Concordance-based CALL Program, T Johns 8 The Automatic Generation of CALL Exercises from General Corpora, E Wilson 9 Exploiting a Corpus of Written German for Advanced Language Learning, W Dodd 10 Creating and Using a Corpus of Spoken German, R Jones 11 The Role of Coropra in Studying and Promoting Welsh,K Ahmad & A Davies Section C Teaching Linguistics 12 Micro- and Macro-linguistics for Natural Language Processing,P Peters 13 Using a Corpus to Evaluate Theories of Child Language Acquisition, B Ketteman 14 Using Corpora for the Diachronic Study of English, G Knowles 15 The Use of an Annotated Speech Corpus in the Teaching of Prosody, A Wichmann 16 Corpus and Concordance: Finding out about Style, H Jackson 17 The Role of Corpora in Critical Literary Appreciation, B Louw 18 Teaching Corpus Linguistics to Teachers of English,A Renouf Section D Practical Perspectives 19 First Catch your Corpus: Building an Undergraduate Corpus of French from Freely Available Textual Resources,G Inkster 20 Creating and Processing Corpora in Greek and Cyrillic Alphabets on the Personal Computer, P King 21 Developing a Computing Infrastructure for Corpus-based Teaching,G Hughes Appendices References Index

Teaching and Language Corpora

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