The Cambridge Guide to Teaching English to Speakers of Other Languages

2 9 0 Index

SLA (second language social psychology, discursive 21, speaking rights, in oral
acquisition) 37, 87-92, 216, 163 interaction 16
217
social strategies, in language special purpose syllabus 152
and assessment research 141 learning 168-9 specific purposes, English for
in classroom settings 87
comprehensible input social stratification, of linguistic see ESP
variables 102 speech
hypothesis 9, 89-90, 162,
219 socialisation, into English- characteristics of 16-17, 18,
comprehensible output medium literacy practices 19
hypothesis 90 by schooling 23
contrastive analysis (CA) comprehension of 81
hypothesis 87-9 societal bilingualism 93, 95 created on-line 49
critical period in 83 language contact effects 96 grammar of 38, 70
equals LI acquisition implicit reference in 16
hypothesis 88-9 Society for Intercultural and inference from context 45
filtering through LI 62 Education, Training and on-line processing 16-17
and grammatical competence Research (SIETAR) 202 pause units of 10
215 roles in 49
grammatical development in socio-affective strategies, and situation of utterance 49
36-7 listening 11 speech acts 15, 104-5, 116, 202,
listening in 8-9
morpheme order studies 88-9 sociocognitive approach 31, 226 226
in naturalistic contexts 87 see also expressive approach; speech community 100, 226
and negotiation of meaning process writing; product speech enhancement 13, 64
123 writing speech melody see intonation
pedagogy, and pronunciation speech organs 61
61-2 sociocultural theory 158, 163, speech processing 9-10, 226
process-oriented research 176
89-90 constraints 89, 92
product-oriented research and grammar 38 speech production, processes in
88-9 sociolinguistic competence 214
self-monitoring 83 sociolinguistic marker 104, 226 16,82
stages in 88 sociolinguistics 50-1, 100-6, speech rate 56
and task-based syllabus 153
teachability hypothesis 89, 91 203 effect on comprehension 10
turn-taking by learners 122 language variation 101-2, 104 speech recognition 9-10, 13, 64,
UG inspired 37 languages in contact 103-4,
slang 104 110,142,226
slavery 105 105 speech synthesis, computerised
slips of the tongue 82, 85, 226 linguistic relativity 103, 104-5
SL-Lists 109 sociology of language 8, 50-1 13,64
small group writing conferences sociopragmatic failure 103, 226 speech technology, and oral
30 see also pragmalinguistic
social class language research 109
and cognitive deficit theory failure spell-checking, in word
102 software 107
in sociolinguistic research 100, processing 111
102 synchronous 208 spoken language 7-8, 215
social constructivism 163 sound contrasts 59
social context, and functional soundfiles,electronic 64 discourse analysis of 49
aspects of language 15 sounds grammar for 40
social distance theory 101, 106 properties of 9
social domain, and language achievability of foreign socially oriented model of 49
awareness 162 language 60 see also listening; speech
social identity 100, 106, 226 Spoonerisms 82, 83
social interaction, place of analysis in words or texts 63 Sprachbund 96
grammar in 38 comparison of LI and L2 stakeholders 128, 195-7, 226
social interaction theory, and internal and external 195
classroom interaction 124 systems 63 motives and interests of
social learning 167 for meaning contrasts 62
social perception 100 sound-spelling relationships 60 195-6
sound-symbol relations in text needs of 198
and purposes of assessment
23
South African English 3 138
Spanish 3, 9 Standard American English 101
speak-aloud protocols 30 standard dialect 101
speaker's attitude, grammar standards

choice and 38 assessment in relation to see
speaker's competence 35 criterion-referenced
speaking 14-20 assessment

in CALL 110 and Englishes 3-4
as a central medium for establishing 194, 198-9
see also national standards
learning 15
compensatory strategies 168
as a skill in its own right 15

Index 291

stereotypes 101, 202 style shifting 100, 104 systemic approach, to
ethnocentric 85 styles educational change 78
gender 102
classroom and natural systemic functional linguistics
story-telling 50, 184 communicative 204, 214 36, 134
cultural differences 105, 184,
203 interactional 204 audience 187, 191
intermingling of written and and genre 186, 187, 189
strategic adjustments 9 taboo topics 68
strategies spoken 53 taking and maintaining the floor
stylistics 181,226
in CALL 111-12 subject knowledge, in ESP 132 104, 105
of conversational interaction subject matter, and teaching talk 50

53 method 76 at home compared with talk
see also language learning subject positions, multiple 105 at school 121
submersion model 96, 226
strategies subordinative bilingualism 97 tape-recording 14, 15, 117
strategy, influences on choice of substitution 52 tapestry approach, to language
subtractive bilingualism 95, 226
170-1 successive bilingualism 94, 226 learning 167
strategy chain 166 target language 53, 59, 227
strategy diaries 169 see also SLA (second
strategy instruction 12, 32, language acquisition) articulatory settings of 61
gap 37
171-2,214 Suggestopedia 14 for instruction in listening 12
conducting 171 summary 52 target situation 128, 133, 227
evaluation 171 summative assessment 137 task-based approaches 15, 64,
formats for 171 summative evaluation 146, 226
in L2 writing 30 supervisors 114, 128, 129 67
research 170 supportive learning 50 task-based language teaching
Strategy Inventory for suprasegmentals 59, 61, 227
64,90,91,92,214-15
Language Learning (SILL) see also pitch integration with form-focused
169, 170 surface forms 45
strategy questionnaires 169 surveys, on-line 211 instruction 91
strategy use SWOT (strengths, weaknesses, task-based learning (TBL) 107,
assessing 169, 171
and language proficiency opportunities and threats) 173-9
169-70 analysis 196 acceptability of 178
stratificational grammar 34 syllable-timed languages 9, 61 and CLT 174-5, 214
stress 9, 10, 56, 60, 226 syllabus 127, 227 task-based syllabus 153, 154,
and unstress 56, 59 characteristics of main types
see also suprasegmentals 155 Fig. 22.1 155,156,158,176-7,227
stress-timed languages 9, 61 defined 151 task conditions, longitudinal
structural linguistics 138 evaluation for effectiveness
structuralism 34, 36, 39, 57, 85 127 studies on effects of 19
structure, and function 164 multi-dimensional 157, 158 task design 177
structured observation, and oral language 18, 19 task difficulty 139
assessment of achievement requirements of a 151 task-planning report cycle 178
142 spiralling the 39 task recycling, and oral
student-centred approaches, variations in teacher
roles in classroom-based interpretations of a 154 language development 17,
evaluation 147 see also task-based syllabus 18
student-computer interaction, in syllabus design 8, 92, 151-9 task repetition, and oral
CALL 50 needs-based 2-3 language development 17
student profile questionnaires principles of 151-2 task sequencing 175, 177
59 and SLA research 91 task types 19, 177
students trends in 158 collaborative and competitive
analysis of their own texts 52 symbol, and referent 80 19
interaction in group work 50 synchronous computer- convergent and divergent 19
perspectives 128 mediated communication effect on L2 speech 17
preferences in writing 30 207, 227 learner interaction and
progress 199 synonyms 52, 168 negotiation of meaning 91,
study behaviours, in the Anglo syntactic analysis 48 120,178
tradition 127 syntax 34, 37, 227 and learners' participation
study skills 127 and associative learning 122-3
materials on 129 principles 39 longitudinal studies on effects
stuttering 83 effects on comprehension 81 of 19
and strategy use 171
in task-based syllabus design
153
task variables, personality and
interaction 91

2 9 2 Index

tasks 91, 173, 227 to knowledge construction development of own material
in CALL 111-12 73-4, 78 129
closed 123, 176 gap with teacher learning 73
in communicative assessments in-service 67, 78 direct influence 115
139 language awareness in 164 indirect influence 115
constraints on 178 on-the-job initiation 73 integration of
decontextualised 176 over time 79
differences in first and autobiographies into course
subsequent performances postgraduate programmes 76 work 77
178 pre-service 73, 78, 114 and materials development 67
impact on processing skills 19 processes in 72-3, 75 native speaker 4
information exchange 90, 173, and pronunciation pedagogy non-native speakers 4
215 novice and expert 79
information gap 36, 63, 116, 65 observation by novice teacher
177 research-driven 73
in L2 writing 32, 33 role of input in strategies or by colleagues 114
narrative 176 professional life spans 79
nature and content 176 75-7 professional practice and
open 123 role of institutional context 78
problem solving 177 role of prior knowledge discourse analysis 53
reasoning gap 177 professionalism 216-17
role allocation within 178 before formal 77-8 relicensure courses 78
time for planning 176 second language 72-9 roles re technology 112-13
two-way 89-90, 123, 176 understanding teaching as selection of syllabus 156
use as 'blind' pedagogy 19 as speech coaches 64
see also activities research basis for 74-5 support for assessment 141
see also teacher development; use of classroom observation
taster courses, in foreign
teacher training 114
languages 160 teacher educators, observation see also professional
teachability hypothesis, in
of pre-service teachers 114 development
second language teacher engagement, in teaching
acquisition 89, 91
teachability-learnability scale 64 collaborative curriculum/ computer-enhanced 112
teacher action research see programme evaluation 146, impact of testing on 139
147 interface with assessment 142
action research teacher feedback 153 of listening 11-12, 13
teacher assessment, and teacher teacher knowledge 123 professionalisation 73
teacher-learners 72, 73-4, 75 responsibilities 199
response 31 teacher modelling 153 standards 199
teacher awareness, of L2 teacher perspectives, in teacher Teaching of English as a

learning 125 education 75 Foreign Language see
teacher behaviour teacher-pupil interaction TEFL
Teaching of English as a Second
interaction analysis of 114 exchanges 50
in L2 classroom research 123 IRF sequence model 50 Language see TESL
teacher cognition 75 moves 50 Teaching English to Speakers of
pre-active and interactive transactions 50
Other Languages see
decisions 75 teacher questions 120, 121, 122 TESOL
and role of the school 78 closed 122 teaching input 53, 64
teacher competence, kinds of 62 display or pseudo 122 teaching language through
teacher decision-making 123 open 122 literature, evaluation and
teacher-developed tasks, and referential or genuine 122 testing of 183
teaching of literature, defining
assessment of achievement teacher responses 181-2
142 and teacher assessment 31 teaching method
teacher development 72, 75, 76, to writing 30 and integration of four skills 54
and subject matter 76
162-3 teacher speech, modified 121 teaching team, management of
compared with teacher teacher study group 76 199
teacher training 72, 75, 76 TEAP (Test of English for
training 76-7 Fig. 10.1 Academic Purposes) 128,
teacher-driven evaluation 149 activities 217 129
teacher education 72, 75 compared with teacher technology 14, 214
as an environment 108
activities 217 development 76-7 Fig. 10.1 in L2 writing 32
and classroom interaction 124 strategies 79 listening 13
content 72, 73, 75 teacher workshops 78 and teachers 112-13
debates in 74 teachers
from knowledge transmission attrition rates among new 78
conceptions of grammar 40
and development of bilingual

competencies 97-8

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2 9 4 Index

variation studies 94, 101-2 Wernicke's aphasia 84 world Englishes 3
videotape observation 115, 116, while-reading tasks 26 world language, English as a see
whilst-use evaluation see
117,204 EWL
virtual reality 32, 111 -12 materials evaluation World Wide Web 207, 208
visual perception, universals in whole class work, and learners' writer-based writing 29, 225
writing 28-33
human 203 participation 122
vocabulary 42-7, 215 whole language curriculum 'best' 180-1
in CALL 111
acquisition 42-3, 44-5 158
in CALL 111 whole language movement 160, compensatory strategies 168
computer-driven descriptions created off-line 49
164 cross-genre 30
of 42 whole-word methods 22, 227 cultural differences in 30
development and inferential current traditional approach
see also phonics
strategies 45 women to 29
and lexical syllabus 156 genre-based approach to
tests for 139 speech stereotypes 102
see also explicit vocabulary use of hedges 102 teaching 187
use of tag questions 101-2 on-line 209-10
learning word families 47 purpose of 29
vocational English 133 word frequency 46, 47 and rhetorical structure
voice quality 56, 227 word games 163
word lists 42, 43 analysis 52
see also suprasegmentals word patterns 45-6 and strategy instruction 170
voice wave forms 110 word processing 32 student 189
voicing 227 teacher-centred approaches to
vowel 227 and composition 108-9, 111
word recognition 9-10 29
wait time, in L2 production 85, see also composition;; reader-
124 and reading comprehension
27 based writing; writer-based
washback 139 writing
web pages 112 word units 47 writing conferences 148
web projects 112 words writing down responses, in L2
web search activities 71 learning 124
websites 71, 107 graphological and phonetic writing modes 228
shapes 45 writing system, English 27
of poets and fiction writers written language
111 memory for real or invented analysis of 49
85
as resource material 112 international varieties of the 3
teachers' 111 phonic and morphological and spoken language in
US educational 71 analysis of 25
well-formedness 48 discourse analysis 53
processing at different levels
42-3

in relation 45, 47