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Language teaching
Language teaching 02–384 Andrews, Stephen (U. of Hong Kong;
Email: sandrews@hkucc.hku.hk). The language
awareness of the L2 teacher: Its impact upon
02–382 Alalou, Ali (U. of Delaware, USA). pedagogical practice. Language Awareness
Reevaluating curricular objectives using students’ (Clevedon, UK), 10, 2/3 (2001), 75–90.
perceived needs: The case of three language
programmes. Foreign Language Annals (New York, This paper sets out to examine the ways in which
teachers’ language awareness affects their pedagogical
USA), 34, 5 (2001), 453–69.
practice. It begins by considering the relationship
Investigating students’ needs in three foreign language between teacher language awareness and pedagogical
departments in a liberal arts college setting, this study content knowledge (PCK), arguing that there is
aims to find (1) similarities and differences in language something unique about the PCK of the second
needs among students enrolled in Spanish, French, and language (L2) teacher, because the content and
German, and (2) the extent to which students’ per- medium of L2 instruction are so closely interrelated. A
ceived needs match the mission the departments have model is proposed, in which the L2 teacher’s language
defined for their respective language programmes. awareness (TLA) is seen as a sub-component of PCK,
Student needs encompass a variety of aspects, including forming a bridge between knowledge of subject matter
their motivations to study the language, their percep- and communicative language ability. The paper then
tions of language skills, and their anticipated uses of the considers the role in the instructed learning setting of
language. Results from this study suggest that there are the L2 teacher’s TLA, with specific reference to
indeed similarities and differences in students’ perceived grammar. Following Andrews 1999, the impact of TLA
needs across languages. The similarities include is examined through its interaction with the three main
students’ emotional ties to the languages, their interest sources of language input for learners: materials, other
in acquiring communicative skills, and their plans in learners, and the teacher. The paper then offers an
terms of using the languages for career purposes. overview of the effects of TLA on pedagogical practice,
Students, however, differ in both their perceptions of and identifies various potential influences on the
the language requirement and in the ways in which operation of any teacher’s metalinguistic awareness. It
they use languages outside of the classroom. An concludes with discussion and illustration of one of
interesting finding is that students use French and these potentially influential factors, the teacher’s
German more often with native speakers than Spanish engagement with content-related issues, drawing on
students do. Based on the results of this study, several data from a recent in-depth study by the author of 17
practical recommendations are made. These include L2 teachers.
improving the content of language courses, emphasis-
ing the role of culture in language teaching, and linking 02–385 Barrette, Catherine M. (Wayne State U.,
language study to career preparation. USA; Email: C.Barrette@wayne.edu). Students’
preparedness and training for CALL. CALICO
Journal (San Marcos, TX, USA), 19, 1 (2001), 5–36.
02–383 Allum, Paul (Apollo Heights 212, 1–32–19 Planning for the integration of computers in language
Higashigaoka, Meguro-ku, Tokyo 152-0021, Japan; classrooms is complex, requiring information from
Email: pallum@gol.com). Principles applicable to the many sources, yet some basic information has been
production of CALL-ware: learning from the field of under-represented in the professional literature. The
Human Computer Interaction (HCI). ReCALL state of students’ computer literacy (CL) and their
accompanying training needs, for example, are two
(Cambridge, UK), 13, 2 (2001), 146–66.
aspects that are infrequently investigated. Some studies
To transform pedagogically sound classroom tasks into do discuss these issues, but few report the time allocated
effective CALL-ware, it is advantageous to have an to training for computerised tasks or the gains made in
approach that takes into account the general principles CL. While research on the effectiveness of computers
applicable to all human computer interaction (HCI). for language learning is growing, little of it indicates the
This paper outlines an attempt at such an approach. practicality of this tool for teachers who need to train
Teacher-designed, pedagogically sound software often their students in CL before the computer can become a
fails in terms of usability, while highly usable, tool for them. However, it is exactly this type of
professionally made software is often based on ideas practical information that complements effectiveness
that are not in accord with those of a particular research for teachers who need to prepare appropriate
curriculum or teacher. It is suggested that the approach tasks and determine whether they have the
outlined here may assist in the process of transforming instructional time to offer training to students. This
pedagogic materials and practices already successfully study provides data on the CL of university-level
used in the classroom into easily usable software. Spanish students with respect to word processing, CD-
Lang.Teach. 35, 190–228. DOI: 10.1017/S026144480200174X Printed in the United Kingdom 2002 Cambridge University Press 190
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https://doi.org/10.1017/S0261444802211817■ Language teaching
ROMs, email, and the World Wide Web. The training that the limited use of terminology is prevalent among
method used integrated technical training into both groups of teachers, even though most of them
activities focused on learning language and culture and were aware of a degree of incompatibility between this
resulted in gains in students’ CL for a small investment and their syllabus. One factor encouraging its use may
of class time. be its presence in textbooks. Teachers generally pre-
ferred an ‘instrumental’ rationale for its use, as an aid to
02–386 Belz, Julie A. (The Pennsylvania State U., learning. However, alongside these more ‘modern’
PA, USA; Email: jab63@psu.edu). Institutional and approaches to terminology, there was some evidence of
individual dimensions of transatlantic group work in more traditional attitudes. It appears that a major
network-based language teaching. ReCALL determinant of teachers’ use of terminology is whether
(Cambridge, UK), 13, 2 (2001), 213–31. and to what extent they were exposed to terminology
themselves in their own language learning. The use of
Network-based language teaching (NBLT) involves the grammar terminology is likely to remain a feature of
application of global or local communication networks English language teaching in Hong Kong, and educa-
within foreign and second language (L2) education. In tors should attempt to understand this and similar phe-
telecollaboration, a type of NBLT, distally located nomena when trying to influence teaching practices.
language learners use internet communication tools to
support dialogue, debate, collaborative research and
social interaction for the purposes of language develop- 02–388 Breen, Michael P. (U. of Stirling, Scotland,
ment and cultural awareness. To date, the research on UK), Hird, Bernard, Milton, Marion, Oliver,
NBLT has been limited, focusing primarily on peda- Rhonda and Thwaite, Anne. Making sense of
gogical implementations of technology and linguistic language teaching: Teachers’ principles and
features of online communication. In particular, classroom practices. Applied Linguistics (Oxford,
researchers have not robustly explored social and insti- UK), 22, 4 (2001), 470–501.
tutional dimensions of telecollaboration nor adequately From observed lessons and subsequent interviews and
investigated the pervasive assumption that telecollab- elicitation procedures, 18 experienced teachers of
orative interaction will necessarily and unproble- English as a Second Language (ESL) to adults and
matically afford language learning. Drawing on social children in an Australian context described their class-
realism, a sociological theory which emphasises the room practices and explained these in relation to the
inter-relationship between structure, i.e., society and underlying language teaching principles that they saw
institution, and agency, i.e., situated activity and as guiding their work. The purpose of this study was
psycho-biography, in researching and explaining social to discover the meanings the teachers gave to their
action, this paper presents a sociocultural account of classroom work in terms of the particular relationships
German-American telecollaboration, exploring in they identified between practice and principle. Despite
particular the meanings that the macro features of (1) being undertaken within a particular teaching situa-
language valuation, (2) membership in electronic tion, the study revealed both individual and group
discourse communities, and (3) culturally determined diversity in the practices they adopted and in their
classroom scripts may have for the differential function- underlying principles. In addition, a practice widely
ality of virtual group work in this partnership. adopted across the group appeared to be based upon
Differences in group functionality are reflected at the diverse principles, just as a single principle that was
micro-interactional level in terms of (1) frequency and commonly shared among the teachers was associated by
length of correspondence; (2) patterns of discursive them with a wide range of practices. Closer examina-
behaviour such as question-answer pairs; and (3) tion of the whole group data, however, revealed a parti-
opportunities for assisted L2 performance and negotia- cular pattern in the links that the teachers made
tion of meaning. Ethnographic data on individual between principles and practices. The complex
psycho-biographies are interwoven with macro-level relationships uncovered in the study between thinking
descriptions and statistics to paint a rich picture of and action in the work of experienced language
learner behaviour in intercultural telecollaboration. teachers are seen as having implications for curriculum
02–387 Berry, Roger (Lingnan U., Hong Kong). innovation, teacher education, and for language
Hong Kong English teachers’ attitudes towards the
classroom research.
use of metalinguistic terminology. Asia Pacific
Journal of Language in Education (Hong Kong), 4, 02–389 Breitkreutz, Judith A. (Grant MacEwan
1 (2001), 101–21. Coll., Canada), Derwing, Tracey M. and Rossiter,
Marian J. (U. of Alberta, Canada). Pronunciation
This paper investigates why the use of grammar teaching practices in Canada. TESL Canada
terminology in language classrooms persists, despite its Journal / La Revue TESL du Canada (Burnaby, BC,
association with unfashionable methodologies.
Canada), 19, 1 (2001), 51–61.
Seventy-three teachers of English at secondary and
tertiary levels in Hong Kong completed a questionnaire The authors surveyed 67 English as a Second Language
about their attitudes towards the use of grammar (ESL) programmes in Canada to determine to what
terminology. The findings supported earlier evidence extent pronunciation is taught and which resources are
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https://doi.org/10.1017/S0261444802211817Language teaching ■
most often used. The survey also requested demo- Research (NCELTR) and a researcher from the NSW
graphic information about the respondents and their Adult Migrant English Service (NSW AMES), with 23
ESL programmes, classes and students, methods of AMEP teachers from different States to investigate
teaching, and participants’ attitudes. The respondents different aspects of teaching and learning vocabulary.
from approximately half the programmes offer stand- These aspects were selected by the teachers according
alone pronunciation courses, and the balance reported to their interests, their learners’ needs and the focus of
that they integrate pronunciation teaching in their their classes. Summarised accounts of four studies from
general ESL classes. The majority of respondents said the project are presented as examples. In the first,
that it was important to teach pronunciation at all learners were taken as the starting-point for thinking
levels, although few teachers have special training in about vocabulary development; in the second, the
this area. Resources preferred by the participants are investigation focused on integrating vocabulary into
discussed with regard to their emphases on segmental course programming; in the third, the focus was on
and suprasegmental aspects of pronunciation. devising techniques and activities for teaching vocabul-
ary; and in the fourth, the teacher focused on teaching
02–390 Burnage, Gavin (U. of Cambridge, UK; specific language aspects of vocabulary, in this case,
Email: gb218@cus.cam.ac.uk). Approaches to idioms. Overall, the studies reported suggest that it is
university network-based language learning. worthwhile for teachers to include explicit vocabulary
ReCALL (Cambridge, UK), 13, 2 (2001), 167–78. teaching in their repertoire of classroom techniques.
This paper examines the provision of networked CALL 02–392 Burston, Jack (Temple U., PA, USA; Email:
services at the Faculty of Modern and Medieval jburston@astro.temple.edu). Exploiting the
Languages at the University of Cambridge. It argues potential of a computer-based grammar checker in
that in such a context a broad, inclusive approach to
conjunction with self-monitoring strategies with
networking – one which avoids any over-strict
advanced level students of French. CALICO Journal
commitment to a single method or paradigm of
network delivery, but makes the most of whatever is (San Marcos, TX, USA), 18, 3 (2001), 499–515.
available – is often the most appropriate. This eclectic This paper reports on a study of grammar checker
approach helps preserve the best of what has been usage which surveys the steps taken to successfully
created in the past while keeping up with everything integrate it into the curriculum of an advanced level
technological advances offer, and respects the wide- French course. The author claims that the French
ranging and widely-differing views and approaches of language leads the field in grammar checkers and that
Faculty teaching staff. The aim of the MML Network the best are at the cutting edge of what is techno-
Service is therefore to present a wide range of disparate logically possible. In this study, a particular model was
resources in a single, coherent framework. While chosen for its simple user-interface, its extensive on-
welcoming the many advantages the use of the World line dictionary and its reference grammar. But did this
Wide Web brings, the article stresses that in a broad help the students gain greater control over their mor-
infrastructure both older programs which have proved phosyntactic errors? The effectiveness of the grammar
their worth and newer, highly-developed programs checker was evaluated in terms of students’ attitudes
which have come after them need not be lost while the (which proved very positive), their capacity for self-
functionality of the Web is still developing. It also lays monitoring (which was shown to increase) and their
out in general terms some technical suggestions for written performance in homework and under testing
those seeking ideas on the implementation of network- or examination conditions (where considerable im-
ing strategies in a Windows-based local area or university- provements were noted).
wide network, partly with a view to reinforcing the
credentials for CALL and humanities computing 02–393 Byleen, Elizabeth (U. of Kansas, USA;
generally to be afforded high-quality computing infra- Email: ebyleen@ku.edu) and Byrd, Pat. Using a
structure both in the present and with whatever variety of technologies to create and maintain a
technological advances bring in the future. long-distance materials development team.
CALICO Journal (San Marcos, TX, USA), 19,
02–391 Burns, Anne (Macquarie U., Sydney, 1 (2001), 51–65.
Australia) and Joyce, Helen de Silva. Researching
and teaching vocabulary in the AMEP. Prospect This article reports how, over a two year period, a
(Macquarie U., Sydney, Australia), 16, 3 (2001),
group of editors and authors used a variety of
technologies to create a cohesive team that produced a
20–34.
textbook series with instructor manuals along with a
Over a number of years, action research projects have supporting website. Small groups can be analysed in
contributed to practitioner-based research and terms of their (a) situation, (b) leadership, (c) individual
professional development in the Adult Migrant English vs. group goals, (d) norms, (e) roles, and (f) cohesivencss.
Program (AMEP) in Australia. This article describes a The development of the group for this materials
recent national project focusing on the teaching of publication project is described in terms of these six
vocabulary.The authors worked as a researcher from the areas and the ways in which communication
National Centre for English Language Teaching and technologies were used to facilitate achieving the
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https://doi.org/10.1017/S0261444802211817■ Language teaching
group’s goals. The experience led to a set of recom- claimed classroom time becomes more productive,
mendations for effective virtual teamwork, centring on more interesting, and more engaging. By using Web-,
three main areas: getting the team off to a good start, rather than PC-based, material there is less need for
deciding when telephone, ground mail and email will attendance at the media lab and material can be
help further the group goals, and working to create a accessed at home bases. Limitations and pedagogical
cohesive group. It is suggested that creating a long implications of the findings are discussed.
distance team on a project like this must start with a
vision by the project leaders which clearly describes the 02–396 Crawshaw, Robert, Callen, Beth and
need for the individual members to form a unified Tusting, Karin (Lancaster U., UK; Email:
group, and must involve a communication system for r.crawshaw@lancs.ac.uk). Attesting the self:
regular (weekly and sometimes daily) communication Narration and identity change during periods of
that allows for task-based discussions and relationship- residence abroad. Language and Intercultural
building procedures. Communication (Clevedon, UK), 1, 2 (2001),
101–19.
02–394 Chipouline, Dina (Grant MacEwan Coll.,
Edmonton, Canada). Through the looking glass: This paper, arising out of the work of The Interculture
What ESL teachers can find in Russian-published Project (www.lancs.ac.uk/users/interculture) considers
the relationship between student diary writing and
reference books. TESL Canada Journal / La Revue
the formation of personal identity as it occurs in cross-
TESL du Canada (Burnaby, BC, Canada), 19, 1
cultural situations. With particular reference to
(2001), 17–33. Grossberg (1996), the ‘figures’ associated with the
This article sets out to research the cultural content of concept of identity are critically reviewed and it is
Russian-published English reference literature. argued that identity cannot be satisfactorily accounted
Paradoxically, in trying to create learning materials for for by separating ‘intrinsic’ from ‘extrinsic’ attributes.
students of English, the authors of these texts focus on Instead, the approach followed accepts Kristeva’s
the values inherent in their own culture. Ethnocentrism Freudian analysis of the outsider phenomenon and sees
and a high degree of generalisations about local values identity as a continuous process of discursive construc-
are reflected in the seemingly dry one-to-two-sentence tion involving voluntary acts of self-differentiation
texts used for the study.The goal of the study is not to through language. This follows Ricoeur’s (1990)
give ‘modern recommendations’ to non-English-speak- distinction between ipse and idem and the associated
ing authors on how to write textbooks for students in notion of attestation according to which language
their countries, but, rather, to help Canadian teachers verifies and ‘bears witness’ to who we are. The validity
working with learners of English as a Second Language of Ricoeur’s approach is illustrated by identifying a set
(ESL) to become more aware of the experiences, of discursive features which occur in an extended
expectations and views their students may bring to the student diary in which the author distances himself
classroom. from his own statements and comments on his own
responses to living in another cultural environment.
02–395 Christie, Katrien N. (U. of Delaware, The analysis posits the existence of an ‘intercultural
USA). Web-based multimedia in Business Italian: A self ’ whose identity is contained within the dynamic of
longitudinal evaluation of learner experiences and one’s own language; and conclusions are drawn for the
attitudes. Italica (Columbus, OH, USA), 78, 4 (2001), preparation of students for residence abroad.
499–525.
02–397 Dansuwan, Suyada (Assumption U.,
Despite the interest shown, little research evidence Huamark, Bangkok; Email: scisds@au.ac.th),
exists to support claims for the effectiveness of Web- Nishina, Kikuko, Akahori, Kanji and Shimizu,
based instruction. In Italian, in particular, both the Yasutaka. Development and evaluation of a Thai
development of up-to-date applications and studies of Learning System on the Web using Natural
their impact on foreign language learning have not Language Processing. CALICO Journal (San
been forthcoming.This study describes a semester-long Marcos, TX, USA), 19, 1 (2001), 67–88.
evaluation of CD ROM- and Web-based videos in a
second-year Business Italian class. The integration of The Thai Learning System (TLS) is designed to help
Web-based materials into the course aimed to provide learners acquire the Thai word order system. TLS
interactive reading assistance and facilitate the facilitates the lessons on the Web using HyperText
comprehension of the business-oriented readings in the Markup Language (HTML) and Perl programming
textbook and expose students to culturally authentic which interfaces with Natural Language Processing
Italian business experiences. From observation and (NLP) by means of Prolog. The system introduces an
other data collection it is claimed that the use of such easily understandable presentation of a sentence
instructional material was beneficial. Discussion of data structure by indicating syntactic trees and case grammar
focuses on the impact on the learner, on the instructor, principles. Behind TLS, Prolog analyses affirmative
and on the media laboratory.The impact on the learner sentences with Thai phrase structure rules and a
is positive in terms of their perceived learning of the computational lexicon, and Perl programming
Italian language and culture. For the teacher, it is transforms the Prolog results back into a user interface
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https://doi.org/10.1017/S0261444802211817Language teaching ■
display.The system contains interactive features, pictures, illustré des temps du passé. [Aspectual concepts in
sounds, and informative feedback. Questionnaires and the teaching of French past tenses.] Canadian
factor analysis were used to evaluate the system. The Journal of Applied Linguistics (Ottawa, Canada), 3,
results of the evaluation showed that TLS has an effective 1/2 (2000 [published 2001]), 63–78.
user interface and handles learners’ input efficiently.
This article sets out to demonstrate how multimedia
02–398 Gehring, Wolfgang. tools can be combined with an enunciation-based
Anwendungsbezogene Aspekte von Textualität auf
analysis of the French verb system in order to develop
innovative ways of teaching the imparfait and passé
der Sekundarstufe I. [Aspects of textuality and their
composé.Accepted ideas about past tense in French leave
practical application in the early secondary school
traces that are very hard to erase from second language
years.] Praxis des neusprachlichen Unterrichts learners’ minds. If imparfait is linked to duration, how
(Berlin, Germany), 49, 1 (2002), 3–12. can teachers explain: J’attrapais mon livre quand le
The author argues that the teaching of foreign téléphone a sonné? What should we think of verbs that
languages (in this case English) in secondary schools take the être auxiliary with the passé composé tense and
can be made more effective through an explicit focus that are supposedly movement verbs? Are the verbs
on ‘textuality’. He is particularly concerned with devenir, marcher or courir to be considered as exceptions?
improving students’ productive and communicative Is it enough to teach mnemonic tricks like the acronym
capabilities, and believes that this can be achieved when Dr Mrs Vandertrampp? It is claimed that multimedia can
authentic texts, including spoken interactions, are help teachers to transmit more appropriate aspectual
studied in their written form. His approach to concepts from enunciative theories like progress,
textuality is based on Beaugrande and Dressler’s theory boundaries or location in relation to a beginning or an
of seven ‘standards’; against this background he end.
proceeds to explain the notions of textual ‘coherence’
and ‘cohesion’. A sample exercise is included, in which 02–401 Guariento, William (U. of Glasgow, UK;
students are invited to identify, in a given text, examples Email: W.Guariento@efl.arts.gla.ac.uk) and Morley,
of grammatical and lexical cohesion (reference, sub- John. Text and task authenticity in the EFL
stitution, ellipsis, conjunction). Developing effective classroom. ELT Journal (Oxford, UK), 55, 4 (2001),
teaching materials in this area will depend on the 347–53.
analysis of learner errors, and a further type of exercise
is proposed in which such errors are used to pedagog- There is now a general consensus in language teaching
ical advantage. that the use of authentic materials in the classroom is
beneficial to the learning process. However, on the
question of when authentic materials can be
02–399 Germain, Claude (Université du Quebec à introduced into the classroom there is less agreement.
Montréal, Canada). Didactique générale, didactique In addition, the notion of authenticity has largely been
des langues et linguistique appliquée. [General restricted to discussions about texts - there have been
pedagogy, second language teaching and learning, few systematic attempts to address the question of task
and applied linguistics.] Canadian Journal of Applied authenticity. This article sets out to address both of
Linguistics (Ottawa, Canada), 3, 1/2 (2000 these issues. It is argued that the authenticity of texts
[published 2001]), 23–33. (‘genuineness’) may need to be sacrificed in order to
achieve authentic responses in students. Examples are
This article offers a programmatic discussion setting out
given of how certain real texts can be used with very
eleven principles which relate second language
low-level learners, although a strong case is also made
teaching to more general theoretical perspectives on
for the well-executed simplification of texts. It is also
teaching. There are a number of issues addressed and
shown how very many simple tasks can be devised
questions posed by the author. These include: the
which exhibit a high degree of authenticity, not only in
research areas explored by the study of teaching and
terms of task, but also in terms of learner response.
learning; whether, in the study of teaching/learning
second languages, concepts from other disciplines
(mathematics, for instance) can be borrowed, such as 02–402 Hager, Michael, Rieper, Annika, Schmitt,
learning/teaching contract or transposition of knowl- Elisabeth and Shastri, Maya (Pennsylvania State
edge; the relevance of the concept of a ‘teaching/ U., USA; Email: mjh18@psu.edu). Using the
learning triangle’; whether the study of teaching/ Internet in elementary college German. CALICO
learning is a science, and, if so, to what extent it is Journal (San Marcos, TX, USA), 18, 3 (2001),
legitimate to designate it as a science; the nature of the 563–88.
relationships between the study of teaching, learning This article explores the opportunities offered by the
and curriculum; and whether a theoretical study of Internet for technology-based instruction in the
teaching/learning is conceivable, desirable or feasible. beginning language classroom. Computer-assisted
language learning is first discussed and then the main
02–400 Gezundhajt, Henriette (U. of Toronto, aspects of a task-based approach are discussed. The
Canada). Pour un enseignement aspectuo-modal et authors’ sample exercises are then presented, based on a
194
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https://doi.org/10.1017/S0261444802211817■ Language teaching
combination of these two aspects of teaching and 02–405 Hyland, Fiona (Open U. of Hong Kong;
learning. Email: fhyland@ouhk.edu.hk). Dealing with
plagiarism when giving feedback. ELT Journal
02–403 Hay, Josiane (Université Joseph Fourier, (Oxford, UK), 55, 4 (2001), 375–81.
Grenoble, France; Email: Josiane.Hay@ujf- Teachers of English as a Second Language (ESL) may
grenoble.fr). Le projet personnel en cours de langue: find it hard to deal with plagiarism because they are
Une expérience en milieu scientifique. [Project work aware that it is a concept which is to some extent
in ESP for science students.] Les Cahiers de specific to western cultures. For this reason, they may
l’APLIUT (Sèvres, France), 21, 1 (2001), 65–86. be reluctant to address the issue through their feedback,
This article describes an English undergraduate project even though it is a topic of some importance to ESL
based language course developed for classes of mixed- students preparing for academic studies. This article
ability university students enrolled in general science uses data from a study of teacher-written feedback to
and technology studies. Personal projects aim at show how this may lead to teachers giving indirect
motivating students and developing learner autonomy. feedback when dealing with plagiarism in student
Project work allows students to practise essential study texts, which in turn leads to miscommunication with
skills as well as more general ones. At the beginning of their students.
the course, students choose a topic and collect reading
material, which becomes a personal extensive reading 02–406 Ilieva, Roumiana (Simon Fraser U.,
programme. The writing of the report is done auto- Burnaby, Canada). Living with ambiguity: Toward
nomously. Class work is structured around the reports culture exploration in adult second-language
and includes oral presentations and preparation for the classrooms. TESL Canada Journal / La Revue TESL
writing task. Assessment is based on portfolios: at the du Canada (Burnaby, BC, Canada), 19, 1 (2001),
end of the course, students hand in their finished 1–16.
project together with their collected source material,
On the basis of personal experiences with immigration
drafts, notes, etc. Suggestions are made for the integra-
and current conceptualisations of culture in anthropo-
tion of information technology skills using video
logical and culture teaching literature, this article out-
recorders, camcorders, computers and the Internet.
lines an approach to cultural instruction in adult second
language education, named ‘culture exploration’, which
02–404 Hinkel, Richard. Sind ‘native speaker’ calls for the recognition of ambiguity embedded in
wirklich die besseren Fremdsprachenlehrer? cross-cultural encounters. Culture exploration consists
Fremdperspektive in DaF-Unterricht und of employing techniques of ethnographic participant
Auslandsgermanistik. [Do native speakers really observation in and outside the classroom and holding
make better language teachers? Foreign reflective, interpretive, and critical classroom discussions
perspectives on the Teaching of German as a on students’ ethnographies. It is argued that through
Foreign Language and German Studies abroad.] culture exploration students can develop an under-
Info DaF (Munich, Germany), 28, 6 (2001), 585–99. standing of humans as cultural beings, of the relation-
ship between language and culture, and of the necessity
The starting point for this article is the author’s of living with the uncertainty inherent in cross-cultural
observation, with reference to the teaching and interactions. Through this process of naming their
learning of DaF (German as a Foreign Language), that experience of the target community culture and
the biggest problems arise only when learners attempt reflecting on it, it is hoped that students will be in a
to use the language spontaneously in free communica- position to develop their own voice and will be
tion.This can be attributed to the fact that learners have empowered to act to fulfil their own goals in their new
only their own native language and culture as reference environment.
points – potentially major sources of error with respect
to the target language.The DaF teaching profession, as 02–407 Jarvis, Huw (U. of Salford, UK; Email:
presently constituted, is ill-equipped to deal with these h.a.jarvis@salford.ac.uk). Internet usage of English
issues, insofar as it is oriented, on the one hand, to the for Academic Purposes courses. ReCALL
teaching of German to native speakers, and, on the
(Cambridge, UK), 13, 2 (2001), 206–12.
other, on the assumption that there is a ‘universal’ type
of foreign learner, to whom German can be taught This paper begins by documenting general usage of the
without reference to his or her own native language. Internet as a tool for delivery of English for Academic
Native-speaker teachers need to enrich their practice Purposes (EAP) courses. It then goes on to illustrate
with approaches developed by foreign teachers of how a number of specific internet-based classroom
German, in which comparisons and contrasts are drawn activities might be integrated onto EAP courses in
with the learner’s own native language. The article order to equip non-native speakers with the main skills
concludes by calling for greater recognition of the that they are likely to need when following an
contribution of non-native-speaker teachers, and for academic course at a British university. The sample
raising awareness in native-speaker DaF-teachers of the activities are an attempt at authentic tasks, reflecting the
linguistic and cultural context of their students. internet tasks that students need to perform on an
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https://doi.org/10.1017/S0261444802211817Language teaching ■
academic course.The Web tasks also reflect aspects of a CALL and the responsibilities of teachers and
traditional EAP ‘discourse functions syllabus’ (i.e., administrators. ELT Journal (Oxford, UK), 55, 4
expressing narrative or comparison and contrast, etc.), (2001), 360–67.
and, in addition, practise ICT study skills. The email
tasks by contrast represent a shift from the traditional High technology, especially the use of computers, has
EAP syllabus by introducing a newer notion of ‘email won a secure place among the resources available to the
writing functions’ into the syllabus, such as arranging modern language teacher. Language centres throughout
tutorials or getting clarification on assignments. It is sug- the world know that they cannot do without com-
gested that the notion of, and rationale for, integrating puters for learning purposes. However, despite the
internet-based teaching in EAP might equally well be expensive investment made on their behalf, and the
applied to other English as a Foreign Language courses. interest shown by their students, many teachers remain
uncommitted to computer-assisted language learning
02–408 Jiang, Wenying (Taishan Medical College,
(CALL). This article probes the reasons for such a
response, and proposes some remedies. In particular, it is
China; Email: WendyJiang@hotvoice.com).
argued that CALL should not be too closely associated
Handling ‘culture bumps’. ELT Journal (Oxford, UK),
with self-access or autonomy, and that teachers are
55, 4 (2001), 382–90. needed to drive the CALL process.
Ever since English became one of the main languages
of international communication, native-speaking 02–411 Joulia, Danielle (IUT Toulouse 3, France;
teachers of English as a Foreign Language have played Email: djoulia@info.iut-tlse3.fr). Apprentissage de la
an important role in English language education in grammaire: Une solution informatique de
many countries. When they teach abroad they often remédiation. [Grammar learning: A remediation
immerse themselves in cultures that are very different courseware solution.] Les Cahiers de l’APLIUT
from their own, so what might be called ‘culture (Sèvres, France), 21, 1 (2001), 48–64.
bumps’ are inevitable. In order for the teachers to carry
out their work successfully, the ability to develop an This paper originates in a reflection on the level of
appropriate perception of these cultural differences, and English of the students in the author’s institution, the
so learn how to cope with them, is extremely impor- time devoted to its study, the cost of educational
tant. This paper reviews Archer’s and Thorp’s ideas software, and their relative inadequacy to the specific
about the most frequently encountered culture bumps, needs of these computer science students. It was
or ‘confused encounters’, and offers alternative ways of inferred that a different instructional/learning approach
perceiving and handling them. It also stresses that the should be tested which would rely on the use of
fundamental values of a nation should be considered in customised courseware. This should first help motivate
dealing with these cultural variations, and suggests six the students, secondly lead them to a (re)conceptualisa-
principles for perceiving and handling them. tion of elementary knowledge, and finally force them
along cognitive ways, hoping these would turn into
02–409 Jic, Yuhua (Xiamen U., China; Email: automatic responses. A grammar/translation methodol-
yuhuaji@jingxian.xmu.edu.cn). English through ogy was decided upon, and the requisite software was
Chinese: Experimenting with sandwich stories. developed accordingly, based on pseudo-artificial intel-
English Today (Cambridge, UK), 18, 1 (2002), 37–46. ligence and interactive autocorrection. The article
describes how this was implemented and analyses the
The paper describes the concept of ‘sandwich story’ results attained. The extent to which Information
methodology, a dynamic approach to teaching English Technology can contribute to teaching is then assessed,
as a Foreign Language (EFL) in China. The develop- and it is concluded that it should be counted as one of
ment and production of sandwich stories is first the many pedagogical tools that teachers have at their
explained. Such stories are written or told with target disposal.
language items embedded in the student’s mother
tongue. The paper then reports on recent experiments 02–412 Kaltenböck, Gunther (Universität Wien,
with young children using this methodology in China, Austria; Email: gunther.kaltenboeck@univie.ac.at).
suggesting a number of roles that the mother tongue Learner autonomy: A guiding principle in designing
might play in EFL education for Chinese children, a CD-ROM for intonation practice. ReCALL
including the enhancement of student self-confidence
(Cambridge, UK), 13, 2 (2001), 179–90.
and motivation, increase in classroom participation, and
bilingual development. It is concluded that this Building on the experience of developing a CD-ROM
methodology helps children acquire the embedded for English intonation practice, this article explores
EFL items with ease and in large quantities. Moreover, some advantages and limitations of this medium for the
they actively take part in dramatising the stories they teaching of suprasegmentals. Despite their undeniable
hear, prolonging them, and adding more detail to what potential for foreign language learning, computers
they hear. prove to be rather limited in their feedback to pro-
nunciation, especially in terms of error identification
02–410 Jones, Jeremy F. (U. of Canberra, and correction, which calls into question one of their
Australia; Email: jeremyj@lang-osaka-u.ac.jp). very strengths, viz. that of teacher-independent learn-
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https://doi.org/10.1017/S0261444802211817■ Language teaching
ing. As a possible solution to this dilemma, this paper Scotland. Overall the provision for all community
proposes to build into the design of a CD-ROM for languages is inconsistent, fragmented and inadequate to
intonation teaching the concept of learner autonomy, ensure sustainable provision.The article makes a plea to
i.e., transferring to an increased degree responsibility the government of a newly devolved Scotland to con-
for the learning process from the teacher (computer) to sider the benefits of defining itself as a multilingual
the learner. Drawing on the discussion of autonomy by, nation, in which linguistic, cultural and ethnic pluralism
e.g., Broady & Kenning (1996) and Little (1999), it is is treated as the norm and not as a problem.
demonstrated how incorporating a metacognitive level
(by offering the learner the choice to access intonation 02–415 Lee, Kyunghui (Kyung Hee U., Seoul) and
in different ways) and a metalinguistic level helps to Wesche, Marjorie (U. of Ottawa, Canada). Korean
make the CD-ROM users more autonomous in their students’ adaptation to post-secondary studies in
learning and equip them with the necessary tools for
Canada: A case study. Asia Pacific Journal of
self-assessment and self-monitoring, which in turn can
Language in Education (Hong Kong), 4, 1 (2001),
make up for the lack of computerised diagnostic feed-
back. 33–82.
Thirty-seven Korean post-secondary students were
02–413 Knoerr, Hélène (Université d’Ottawa, studied over one semester in intensive English as a
Canada). Pratique intonative et utilisation d’un Second Language or degree programmes, with a focus
logiciel de visualisation dans un cours de on their English language development and adaptation
prononciation en français langue seconde: une to Canadian life and study. Data were gathered through
étude descriptive. [Intonation practice and the use ongoing informal contact as well as through pre- and
of a pitch visualisation software tool in a post administration of a detailed questionnaire, an
pronunciation course in French as a second English proficiency self-assessment instrument, and a
language: A descriptive study.] Canadian Journal of focus group discussion. Findings are seen as providing
Applied Linguistics (Ottawa, Canada), 3, 1/2 (2000 valuable information for prospective students and pro-
[published 2001]), 123–40. grammes.They indicate the value of intensive language
instruction versus degree studies for rapid gain in
This paper describes the use of a pitch visualisation productive English skills and confidence. Orientation
software tool in a pronunciation course in French as a programmes, home-stays, and ethnically diverse classes
second language.The characteristics of the software are are associated both with English development and with
first outlined, then the methodological and pedagogical successful adaptation. Comparisons of the attitudes of
framework of the experiment is described.The key data new arrivals and more seasoned students towards inten-
and results are then reported and discussed. The paper sive English programmes suggest changes over time
concludes by using these elements to set out the frame- regarding instructional practices (e.g., error correction
work of a future study aiming not only at describing and small group work). Issues deserving further
but also at predicting the impact of such a software pro- research are identified.
gram on student performance in relation to the acquisi-
tion of pitch in French as a second language.
02–416 Lonfils, Colin and Vanparys, Johan
02–414 Landon, John (U. of Edinburgh, UK; (Ecole des Langues Vivantes, Facultés
Email: John.Landon@ed.ac.uk). Community Universitaires Notre-Dame de la Paix, Namur,
languages. Multicultural Teaching (Stoke-on-Trent, Belgium; Email: johan.vanparys@fundp.ac.be).
UK), 20, 1 (2001), 34–38. How to design user-friendly CALL interfaces.
Computer Assisted Language Learning (Lisse,
The linguistic composition of Scotland is complex,
The Netherlands), 14, 5 (2001), 405–17.
and, apart from studies into the demography of indivi-
dual languages, has been poorly addressed by scholars This paper proposes a set of principles for more intu-
and policy-makers. English overshadows the diverse itive computer assisted language learning (CALL) inter-
linguistic landscape, to the extent that the pattern of faces, making them simpler and more respectful of the
language diversity in Scotland has been rendered almost learner’s habits and expectations. These principles are
invisible except to minority language users and lobby- intended to guide the developer during the design
ists for their cause.This article begins by sketching the process of a CALL interface, which is for this purpose
historical and current political context for discussion of divided into eight stages, each with its own principles.
language maintenance and development in Scotland. The first step in the design of an interface should
The consideration of the research context follows, consist in the selection of an adequate metaphor.
separated from the political discourse, to highlight the There then follow seven further stages in the design
fact that, as in the debate on language policy globally, process, underpinned by principles based on a user-
the research findings hardly ever impact on policy. centred, cognitive approach: the design of the main
Good practice does exist especially in the maintenance screen; the structuring of the main tasks; the selection
of Gaelic and British Sign Language; however, this is in of activities for each stage in the learning process; the
stark contrast to the lack of support for Scots and the definition of the attributes of the proposed activities;
languages of peoples who have settled more recently in the logical grouping of the activities; an ‘abstraction’
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https://doi.org/10.1017/S0261444802211817Language teaching ■
stage, where the number of icons required for the Those who view the spread of English as linguistic
interface and the amount of knowledge necessary to imperialism question the English language teaching
use the software are reduced; and the design of the and learning enterprise because, from their point of
icons. The underlying analysis is based throughout on view, it compromises the cultural integrity of the non-
a user-centred, cognitive approach. native speaker. This paper argues that, while linguistic
imperialism is certainly real, and demands to be
02–417 Macaro, Ernesto (Oxford U., UK; Email: addressed, one possible way for the language instructor
ernesto.macaro@educational-studies.oxford.ac.uk). to come to terms with the cultural imposition of
Analysing student teachers’ codeswitching in
English language learning is to utilise ELT practices
which position and define English as an international
foreign language classrooms: Theories and decision
language (EIL). In the present author’s view, the
making. The Modern Language Journal (Malden,
alternative, promoting so-called ‘prestige’ varieties, posi-
MA, USA), 85, 4 (2001), 531–48. tions the practitioner as a purveyor of Anglo-American
This article draws on a case study of six student hegemony, and perpetuates the negative impact which
teachers in secondary schools and their codeswitching foreign language learning can have on the cultural
between the first language (L1) and the second integrity of the learner.
language (L2) over the course of 14 foreign language
(FL) lessons, where French was the L2 and English was 02–420 Murray, Garold L. and Bollinger,
the L1 of the learners. It describes how the student
Deborah J. (Tokai U., Japan). Developing
teachers had been exposed to theoretical positions and
cross-cultural awareness: Learning through the
empirical studies on this issue during their 36-week
training programme. It analyses the quantity of L1 used experiences of others. TESL Canada Journal /
by these student teachers as well as the reflections and La Revue TESL du Canada (Burnaby, BC, Canada),
beliefs of two of the student teachers on the code- 19, 1 (2001), 62–72.
switching process. The findings reveal comparatively This article offers communicative activities designed to
low levels of L1 use by the student teachers and little enhance the cross-cultural awareness of Japanese
effect of the quantity of student teacher L1 use on the university students whose language levels range from
quantity of L1 or L2 use by the learners. They also beginner to intermediate. Facilitating the development
reveal very little explicit reference by the student of cross-cultural awareness of foreign language students
teachers to the research and professional literature they who have never lived in another culture or even visited
had read, yet their decision-making did not necessarily one can be problematic.Although many educators have
stem from their personal beliefs. Some aspects of code- responded to the challenge with a knowledge-based
switching appear to be a source of conflict for the approach, a recent study suggests a syllabus that empha-
student teachers while others do not. Implications for sises constructivist, process-oriented tasks would be
teaching are drawn. more effective. In their efforts to implement the latter
approach, the authors have devised activities that range
02–418 McGee, Laura G. (Western Kentucky U., from student-generated interviews of a guest speaker
USA). Building community and posting projects: and email exchanges with target language speakers to a
Creating ‘student pages’ in web-based and web- mini-video ethnography project that focuses on the
enhanced courses. Foreign Language Annals cross-cultural experiences of others.The article outlines
(New York, USA), 34, 6 (2001), 534–49. these activities and concludes with a brief evaluation of
their effectiveness based on the learners’ reactions.
This article presents pedagogical arguments for integrat-
ing web-based student pages into intermediate- and
upper-level foreign language courses. It demonstrates 02–421 Netten, Joan (Memorial U. of
how web-based student pages used for community- Newfoundland, Canada) and Germain, Claude.
building activities and the presentation of culture Transdisciplinary approach and intensity in second
projects contribute to meeting the five Cs – language learning/teaching. Canadian Journal of
Communication, Cultures, Connections, Comparisons, Applied Linguistics (Ottawa, Canada), 3, 1/2 (2000
and Communities – as they are outlined in the 1996 [published 2001]), 107–22.
ACTFL (American Council on the Teaching of This article explores the concept and role of intensity
Foreign Languages) Standards for Foreign Language in the research project on Intensive Core French in the
Learning. Based on the author’s experience with web- province of Newfoundland and Labrador. Intensity in
based student pages in an online German course, this this project is characterised by a reorganisation of the
article offers models that can be applied in both web- timetable and a reorientation of the curriculum. The
based and web-enhanced foreign language courses. theoretical foundation of the project – a transdiscipli-
nary approach to second language (L2) learning/
02–419 Modiano, Marko (Gavie U., Sweden; teaching – is based on Cummins’s hypothesis on the
Email: mmo@hig.se). Linguistic imperialism, interdependence of languages, a socio-psychological
cultural integrity, and EIL. ELT Journal (Oxford, UK), theory of development, and Vygotsky’s conception of
55, 4 (2001), 339–46. the relationship between instruction and development.
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https://doi.org/10.1017/S0261444802211817■ Language teaching
A model is developed in order to illustrate the relation- interlocutors from many nations, interacting effectively
ship between L2 learning and the development of as they transmit and receive information in the language.
cognitive, social and personal capacities and organisa-
tional skills. It is argued that the type of teaching 02–424 Rohrbach, Ruedi and Winiger, Elisabeth
strategies used in L2 classrooms has important effects (Universität Bern, Switzerland). Tandem statt
on the development of these capacities.The transdisci- Unterricht. [Tandem instead of teaching.] Babylonia
plinary approach developed in this research project, (Comano, Switzerland), 3 (2001), 64–68.
which rests on the concept of intensity and implies the
compacting of the curriculum both in English and This article gives an account of a system of tandem
other subjects, enhances the effects of L2 instruction. learning operated at the University of Bern between
1997 and 2000. The university is home to two
02–422 Rahman, Tariq (Quaid-i-Azam U., teacher-training faculties, one for native French-
Islamabad, Pakistan; Email: trahman@sat.net.pk). speakers, the other for native German-speakers.
English-teaching institutions in Pakistan. Journal Students in each faculty are obliged to study the
language of the other, thus presenting an ideal situation
of Multilingual and Multicultural Development
for tandem learning. Students were given the option of
(Clevedon, UK), 22, 3 (2001), 242–61.
replacing traditional second language conversation
English is taught in several institutions in Pakistan. It is classes with pair work in partnership with a student
a medium of instruction in elitist, highly expensive, from the other faculty. Each pair met for two hours
private schools as well as cadet colleges indirectly weekly, one hour for each language, and also arranged
controlled and partly subsidised by the state. It is taught additional visits and social activities together. Students
as a subject in the vernacular-medium, state-controlled completed questionnaires at the end of each session and
schools where ordinary Pakistanis study. It is also also at the end of the course. On the basis of these
taught, though to very few children, in the Islamic questionnaires, the authors give a very positive
seminaries (madrassas). As it is the language of lucrative evaluation of the scheme. The students themselves
and powerful jobs, it is much in demand. Thus, a large expressed a clear preference for tandem learning over
number of private schools, charging high fees, have come traditional conversation classes, citing gains in terms of
up in all parts of Pakistani cities and towns. At the ‘everyday language’, self-directed learning and inter-
moment English is an elitist preserve and a stumbling cultural exchange, as well as their own motivation and
block for all other Pakistanis. However, it is also the self-confidence.
means of bringing a person into contact with the outside
world and hence with liberal-humanist, democratic 02–425 Sarroub, Georgia Janavara (Lincoln
values. Thus, exposure to English might counteract the Northeast High School, USA; Email:
growing religious and cultural intolerance in Pakistan. It gsarroub@lps.org). A collective case study of the
is suggested that English should no longer be a medium implementation process of the Nebraska Foreign
of instruction for the elite but should be taught to all Language Frameworks by six teachers. The
children so that it is spread out widely and evenly all over Modern Language Journal (Malden, MA, USA), 85,
Pakistan. English will then function as an empowering 4 (2001), 499–511.
device and a liberalising influence in the country.
This case study explores the process of implementing
02–423 Rogers, Carmen Villegas (Xavier U. of the Nebraska Foreign Language Frameworks in an urban,
Louisiana, USA) and Medley, Jr., Frank W.. U.S. Midwestern school district. The participants were two
elementary, two middle school and two high school
Spanish on the air: Good waves for the classroom?
teachers; the languages taught were French and Spanish.
Foreign Language Annals (New York, USA), 34, 5
Data were collected through interviews, classroom
(2001), 426–38.
observations, and lesson plans. The findings show that
Radio stations that provide Spanish-language broad- the six teachers implemented the Frameworks and that
casts intended primarily for Spanish-speaking the implementation process differed, depending mainly
audiences can be encountered in most regions and on teaching experience and involvement in the writing
major metropolitan areas of the United States. Using of the Frameworks document. Among the 5 Cs, com-
segments of programming taped from stations in eight munication was the easiest to implement, whereas
U.S. states, the researchers compiled data on the communities was the most challenging. Connections was
presence of Anglicisms in commercials and announce- implemented in depth by the elementary teachers due
ments; commentaries and discussions; and news, to their interdisciplinary teaching. By implementing
weather, and traffic reporting. Possible reasons for the the standards, the teachers learned to set clear objectives
use of these Anglicisms and the effect that the phenom- focusing on the learner, to plan with the outcomes in
enon might have on the maintenance of Spanish within mind, to create thematic units addressing the 5 Cs, and
the Latino community are discussed. The authors to use various assessments, including portfolio and
suggest ways in which these samples of authentic rubrics.
speech might be used in the classroom to present not
only the idealised speech of the so-called ‘educated 02–426 Schulze, Mathias and Hamel, Marie-
native speaker’, but also dynamic and current models of Josée (UMIST [U. of Manchester Inst. of Science
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