Teaching English as a Second Language

A Cure For Formal Language Errors In Papua New Guinea (& Elsewhere) - This Is Your Problem, Friend, Not Mine

by Thorold (Thor) May

The material in this article is as relevant now as it ever was. Some things don't change.  It was first published in Guidelines - A Periodical For Classroom Language Teachers, Vol.8, No.1,  June 1986, SEAMEO Regional Language Centre, Singapore. This is an extended version of a paper given  at the TESLA Conference in Goroka, PNG, in July 1985.

This paper proposes that teacher correction often has very little transfer effect on a student's later language... more This paper proposes that teacher correction often has very little transfer effect on a student's later language behaviour. It examines reasons for this, and the motivational paradigm within which students operate. The paper argues that student self-correction is more likely to have a measurable long term effect. A mechanism to motivate directed self-correction is therefore proposed. This mechanism involves subtracting marks from assessed essays, and indicating line locations where there is a problem, without however explaining the problem. The procedure gives students the option to recover the lost marks through re-editing and re-submission within a time frame. The system has been tested empirically and found to yield promising results. The method of error evaluation also results in a lower burden of pointless correction for teachers.

CALL Software as an Alternative to Natural Immersion in Adult SLA–a Remedy to the Existing Problems?

by Emilia Korczynska

V-Lang conference papers

The aim of this article is to review briefly the arguments providing
counterevidence to the popular notion of... more The aim of this article is to review briefly the arguments providing
counterevidence to the popular notion of the superiority of the ‘naturalistic
language acquisition’ in immersion settings. The paper will describe the main
problems of learning from naturalistic input encountered by adult learners,
stemming from the qualitative differences between childhood and adult
language acquisition – primarily the difference in the degree of attention
paid to different elements in the utterance and – effectively- the degree
of noticing, which according to the noticing hypothesis of Schmidt (1993)
[9] is a prerequisite for language acquisition. In view of these differences,
the present paper will discuss the disadvantage at which adults are put
in naturalistic immersion context, stemming from the intrinsic features of
natural speech. In addition, the present work will discuss the possible ways
of attenuating the effects of these constraints on adult SLA by means of
Computer Assisted Language Learning (CALL). Although the discussion
below is based on the example of English as a foreign language, the
arguments (with some moderation respective to different rhythm patterns)
are valid for other languages as well.

Stress, Rhythm and Intonation for Teachers and Students

by Thorold (Thor) May

also available on the blog, Thor's Language & Teaching Notes at http://thorslanguageandteachingnotes.byeways.net/?p=38

This document is directed at teachers and students of English as a second or foreign language.

These are notes on English stress, rhythm and intonation.

Part A is for students and Part B is for... more These are notes on English stress, rhythm and intonation.

Part A is for students and Part B is for teachers.

The treatment here is “technical”, as by a linguist, but in very plain language. Even with poor formal English, L2 speakers who “sound right” will gain social acceptance, and this in turn will greatly accelerate their learning.

Firstly the concept of “the music of a language” is introduced. It is noted that languages are on a scale of “syllable timed” to “stress timed” (though this is not a simple matter). English is a stress-timed language. Both word stress and sentence stress are essential in English. However, proper word liaison and elision marks native speakers from non-native speakers. Some advice is given on how to practice privately and in a classroom. The importance of teacher talk as a model is noted.

Standing Room Only - Posture, Space and the Learning Process in ESL Classes

by Thorold (Thor) May

This article explores the role of posture in the language learning process, and concludes that it is sometimes... more This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Grammar For Language Teachers

by Thorold (Thor) May

A seminar for language teachers.
Also on the blog, Thor's Language & Teaching Notes at http://thorslanguageandteachingnotes.byeways.net/

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars... more Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

Fractional Language Learning

by Thorold (Thor) May

first published in Asian EFL Journal Quarterly Vol. 9, No.4, December 2007

Abstract : Many users of a second language, especially English, have little productive mastery of the language.... more Abstract : Many users of a second language, especially English, have little productive mastery of the language. Rather, some requirement in their life forces them to use limited subroutines (maybe quite small and formulaic) which are effectively encapsulated as special elements within L1.

This paper proposes that fractional language learning is a valid objective for large numbers of users, and briefly examines some of the contexts in which it has a pragmatic application. It notes that much fractional language learning occurs outside of formal educational environments, and then goes on to consider how both the classroom teaching and evaluation can be adapted to give proper recognition to student achievements on a fractional scale. The paper suggests that this kind of graduated recognition is in fact likely to enhance outcomes across the full spectrum of language teaching, and can be consciously incorporated into curriculum design.

A paradigm shift to teacher acceptance (and community acceptance) of fractional language learning has strong implications for assessment practices. Most current measures of language assessment offer little or no recognition to the achievements of learners in the pre-production phase of acquisition. Attempts at language use in this phase are routinely punished by existing assessment tools. Partly as a result of this discouragement, large numbers of students never progress to independent language production. Fractional language objectives are one remedy for this deep flaw in language teaching outcomes.

Please Tell Me Some Idioms to Learn

by Thorold (Thor) May

What is an idiom? The answer is both complex and fuzzy. This short paper is a colloquial discussion that begins with a... more What is an idiom? The answer is both complex and fuzzy. This short paper is a colloquial discussion that begins with a student inquiry about learning idioms and progresses to the realization that idioms are an indeterminate category which raise deep questions about the nature of collocation and cognitive language processing.

Corruption and Other Distortions as Variables in Language Education

by Thorold (Thor) May

Originally published in TESOL Law Journal, Vol.2 March 2008 (journal defunct).

This study focuses on English language education in South Korea, but the issues relate worldwide, with local cultural variations. The topic of corruption in educational settings is immensely important, but often seen as a "bad career move" to deal with by people embedded within institutions. This sometimes makes detailed data difficult to obtain.

Abstract : This paper examines some of the ways in which foreign language education has been affected by corrupt... more Abstract : This paper examines some of the ways in which foreign language education has been affected by corrupt practices and various other distortions of best teaching practice. Particular attention is paid to South Korea. The nature of corruption and its social origins are identified. Pressures affecting students, teachers and institutions are all seen to play a part. It is noted that mass education is a simulation which leaves space for fraud, whereas actual live language performance is its own test. Perhaps as a consequence, the gradual insertion of a new language code like English into a speech community might succeed over the long term even where immediate educational practices suggest failure.

Argumentation across L1 and L2 Writing: Exploring Cultural Influences and Transfer issues

by Hacer Hande Uysal

Published in Vial Vigo International Journal of Applied Linguistics (2012)

Introduction: Embracing Theory and Practice in Teaching Languages to Young Learners

by Hacer Hande Uysal

In B. Haznedar & H. H. Uysal (2010). Handbook for teaching foreign languages to young learners in primary schools (pp. 1-20 ). Ankara: Anı Publications.

A critical review of the IELTS writing test

by Hacer Hande Uysal

Language Tangle - Predicting & Facilitating Outcomes in Language Education - PhD Thesis - ThorMay

by Thorold (Thor) May

Doctoral dissertation in knowledge worker productivity (specifically language teaching productivity) awarded by the University of Newcastle, NSW in 2010. The abstract and links to supporting documents including the thesis itself may also be viewed at http://thormay.net/lxesl/lxtangle_abstract.html. The full dissertation title is "Language Tangle - Predicting and Facilitating Outcomes in Language Education".

This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it... more This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions.

A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers.

The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure.

It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors.

Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities.

Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies.

In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher.

The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills.

A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity.

It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.

Plain Speaking : Judging an Oratory Contest

by Thorold (Thor) May

Although first published in 1989, this paper retains relevance, especially for the "speech competitions" which are run (usually poorly) in countries where English is taught as a second language.

Abstract: This paper attempts to explain the criteria which judges are likely to apply in the Fiji National Oratory... more Abstract: This paper attempts to explain the criteria which judges are likely to apply in the Fiji National Oratory Contest. It comments upon some features of the 1989 contest, and suggests factors which may have underlain the performance of contestants. However, the analysis is not merely local to an historical time or place. Oratory contests are a special case of the “speaking competitions” which are widespread in countries where English is learned as a second language. The cultural beliefs and traditions which come into play in public speaking are especially important in cross-cultural situations. The solutions discussed here have universal relevance for speakers and judges.

Evaluating Linguistic Difficulty

by Thorold (Thor) May

This material was originally published in TESOL News Vol. 8 No. 3 1987 . In spite of the date, its content remains very current for language teachers and others.

While ESL teachers cannot eliminate linguistic difficulties, with an awareness of the factors involved it is possible... more While ESL teachers cannot eliminate linguistic difficulties, with an awareness of the factors involved it is possible to minimise the confusion of their students. This article systematically analyses some important problem areas in language learning. It itemizes a range of syntactic and semantic phenomena, considering in each cas how the rule or pattern might pose a difficulty for some learners. This paper has been published for a number of years now, and the writer has become aware that many teachers themselves have found it a useful aid in preparing and presenting course material.

Table of Contents: INTRODUCTION // orders of complexity // LEXICAL DIFFICULTY // Syllabic length:// Clusters // Irregular spelling // Irregular stress // Affixes // Multiple denotation // Range of connotation // Specialized application // Frequency of lexical items // Selectional restrictions // Subcategorical restrictions // MEASURES OF STRUCTURAL COMPLEXITY IN SENTENCES // Sentence length // Qualifying words // Adverbial and prepositional phrases // Conjunctive sentences // Equi-deletion // Deletion by convention // Permutation // Transposition // Embedding // Sentential complements // Topicalization // Presupposition // Tense // Aspect // Agreement (concord) rules // Anaphoric, cataphoric and exophoric references // DISCOURSE COHESION // CUEING // IDIOM // CONCEPTUAL DIFFICULTY // More accessible reference // Less accessible reference // Types of Inference // REFERENCES

Fluency Vs Accuracy OR Fluency AND Accuracy for Language Learners?

by Thorold (Thor) May

This document is also available on the blog, Thor's Language & Teaching Notes at http://thorslanguageandteachingnotes.byeways.net/
// This is the outline of a seminar on teaching methodology given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, in November 2009.

Abstract : This seminar paper indicates a fundamental difference in objectives between language learning for... more Abstract : This seminar paper indicates a fundamental difference in objectives between language learning for certification and learning for live use. Whereas accuracy is an absolute goal within schooling contexts, its value on the street is highly variable. This difference is reflected in teaching perspectives.

Tips_for_Teachers

by Thorold (Thor) May

Also available on the blog, Thor's Language & Teaching Notes at http://thorslanguageandteachingnotes.byeways.net/?p=28

These notes consist of three parts : 1. Some short backround notes on the profession of teaching languages; 2. A few... more These notes consist of three parts : 1. Some short backround notes on the profession of teaching languages; 2. A few useful links for teaching tips and content; 3. A collection of ten activities which the seminar presenter has invented or borrowed, and found to be popular with students.// This is an outline from one of a monthly series of seminars by Thor May on teaching skills. The seminars were given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China. This seminar was conducted on 10 June 2008

Stimulating curiosity to enhance learning

by Graham Pluck

The prosody of formulaic language

by Phoebe M.S. Lin

Lin, P.M.S. (2010). The prosody of formulaic language. Unpublished PhD dissertation, University of Nottingham, United Kingdom.

This thesis presents three original studies which explored the hypothesis that formulaic language can be identified... more This thesis presents three original studies which explored the hypothesis that formulaic language can be identified based on prosodic cues. These three studies examined the hypothesis from different angles and, at the same time, reflect a progression in the depth of our understanding of how the phonological method can be realized in the formulaic language identification process.

Study One examined whether formulaic language can be identified by tracking intonation unit boundaries. The results showed that 55 percent and 40 percent of the formulaic sequences in the spontaneous speech of proficient learners and native speakers respectively are completely delineated by intonation unit boundaries. Based on these results, it is clear that the success rate is not high enough for researchers to rely on tracking intonation unit boundaries alone to identify formulaic language. However, a trend was observed that the level of alignment with intonation units increases with the scores which the native speaker judges provided to indicate how confident they were about the formulaicity of the word sequences they had chosen. Taken together, these results suggest that although the tracking of intonation unit boundaries alone is not sufficient to identify formulaic language in the spontaneous speech of native speakers and proficient learners, it may give some indication about the level of formulaicity of word sequences.

Study Two considered whether formulaic language can be identified by prosodic cues concerning tempo and stress placement. As a first step towards this direction, the study aimed to establish empirically whether formulaic language demonstrates unique temporal and stress patterns. Samples of formulaic sequences taken from an academic lecture extract collected in the Nottingham Multi-Modal Corpus (NMMC) were analyzed in terms of their temporal and stress patterns. Among other observations, formulaic language was not found to have a higher articulation rate than the speaker’s mean articulation rate, and words within formulaic sequences are distinctly less likely to receive stress.

Study Three adopted an alternative interpretation of the phonological method in the identification of formulaic language. It asked whether allowing judges to listen to the prosody of formulaic sequences will reduce the subjectivity in their formulaicity judgement and increase the level of agreement between judges. Results of this study provided an affirmative answer to this question and, at the same time, revealed the mechanism by which the listening to the audio recording improves the use of collective native speaker judgement as a formulaic language identification method. These results showed that while the search for prosodic cues unique to formulaic language should continue, an alternative way to realize the phonological method is really to replace the textual speech transcripts with the multimodal transcripts in the process of formulaic language identification by collective native speaker judgement.

Personality and motivation as predictors of the second language proficiency: the role of the big five model and L2 motivational self system

by Hasan Khajavi

Canadian social science journal.

Testing: A Systemic Functional View of High Stakes Testing Materials

by Joshua Schulze