{"title":"Using Online Discussion Groups in a CALL Teacher Training Course","authors":"Jeong-Bae Son","doi":"10.1177/0033688206063478","DOIUrl":"https://doi.org/10.1177/0033688206063478","url":null,"abstract":"This paper reports the results of a study that examined an online discussion group established for a computer-assisted language learning (CALL) course and investigated patterns of interactions generated through the online discussion and participants’ attitudes toward the computer-mediated communication (CMC) activity. The participants in the study were 24 English as a second/foreign language (ESL/EFL), 1 French and 1 Japanese in-service teachers. The findings indicate that individual postings consisted of a large number of fully task-focused messages with a small number of partially task-focused contributions and very few off-task contributions. From the content of the postings, six message types were identified. Among these types, interactive messages were exchanged between the teachers, mainly for the purposes of giving opinions/ideas and expressing support. The teachers’ overall reactions to the online discussion group activities were positive. Most teachers considered the activities to be constructive, enjoyable and valuable. They agreed that online discussions were a good way of learning CALL and CMC could facilitate collaborative learning. This study confirms that CMC can provide teachers with communication channels for sharing ideas and resources and collaborating with their fellow teachers.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123566616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Materials Development and Research—Making the Connection","authors":"J. Richards","doi":"10.1177/0033688206063470","DOIUrl":"https://doi.org/10.1177/0033688206063470","url":null,"abstract":"In the field of applied linguistics the activities involved in developing instructional materials and those working in second language research and the more theoretical areas of applied linguistics are often seen to have little connection. This paper is an exploration of some of the kinds of interaction that are possible between research, theory and materials design.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130699465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Group Work in the Efl Classroom in China: A Closer Look","authors":"Runyi Chen, B. Hird","doi":"10.1177/0033688206063476","DOIUrl":"https://doi.org/10.1177/0033688206063476","url":null,"abstract":"Small group work in EFL classrooms has been largely accepted as an effective strategy in the development of students’ communicative proficiency in English. This acceptance has occurred despite a lack of research in key areas about what actually happens when students work in groups in real classrooms. This study examines both quantitative and qualitative data relating to student behaviour in groups collected in EFL lessons in China. Tape recordings of group discussions were analysed and data dealing with turn taking and length of turns were calculated. Interview data were also collected and student perceptions of their contributions to the discussions are presented. Results highlight the complexity of what happens when students work in groups in EFL lessons. The study shows that it is difficult to generalize about student behaviour in group work and though there are some aspects of how students behave in groups that are well understood, there are still many questions that remain unexplored regarding how group work functions in the EFL setting.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116551096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Grammar and Context","authors":"J. Foley","doi":"10.1177/003368820603700112","DOIUrl":"https://doi.org/10.1177/003368820603700112","url":null,"abstract":"I personally feel that, although the authors state at the beginning that their book is not a methodology book on SLA, as we read on, we will find that the authors are being modest in making such a statement. It is true that typical research methods books present research design, data analysis, and other key issues or constructs systematically, but sometimes in an isolated manner. However, through carefully reviewing the historical development of the concepts essential to SLA research in the majority of the chapters and providing and analysing other scholars’ published research in terms of objectives, methods for data collection and analysis, findings, discussion and conclusion, the authors of Analysing Learner Language present not only a survey of the multidimensional nature of SLA but also exemplifications of the methods used in the research studies thus analysed (e.g. Table 10.4, pp. 247-48). In other words, all the research studies reviewed are anchored within particular contexts. This way of presentation will be more accessible to graduate students or readers who are interested in conducting research into learner language. Therefore, my personal feeling is that the book can serve the purpose of a methodology textbook in the sense that it embraces hands-on activities and tasks. It is also worth noting that, unlike other introductory texts dealing with SLA or learner language, the authors make a conscious effort to include new perspectives such as sociocultural and critical approaches to SLA and to examine these critically in relation to their potential contribution to SLA research. Analysing Learner Language examines the theoretical and research bases for the different methods used in analysing learner language. I feel that it will serve as a solid introduction to the field of SLA research. Being comprehensive and eclectic in addressing the research methods and the various sample studies reviewed in it (see especially Chapter 11), the text will appeal not only to a wide array of professors, graduate students in TESOL or Applied Linguistics, but also to other educators who are interested in SLA. It will also be of interest to language teachers who are keen to find out how their students learn. If The Study of Second Language Acquisition (Rod Ellis [Oxford: Oxford University Press, 1994]) can be said to be an authoritative text that presents its readers, in a very comprehensive manner, with a whole range of areas of interest in which SLA researchers are engaged, Analysing Learner Language is its sequel in which many aspects are updated, particularly on recent developments in SLA research. In addition, the very detailed and updated references and index will make the book a valuable and informative resource book to anyone who is interested in the ever-evolving field of SLA.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128048103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Writing","authors":"A. Jahangard","doi":"10.1177/0033688206063484","DOIUrl":"https://doi.org/10.1177/0033688206063484","url":null,"abstract":"In the Introduction section, the author explains why the learning of writing poses more challenges than other skills for learners and, probably, teachers as well. Perhaps for this reason, writing has been one of the more neglected areas in foreign language teaching. This is evident from the scarcity of the materials which have been especially designed for the teaching of writing compared with other skills such as reading or speaking. The writer of the book makes the following assumptions about the teaching of writing:","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117225613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"English and Multiculturalism— from the Language User’s Perspective","authors":"Shigenori Tanaka","doi":"10.1177/0033688206063473","DOIUrl":"https://doi.org/10.1177/0033688206063473","url":null,"abstract":"This paper aims to reconsider the status of ‘English as an international language’ from the language user’s perspective. Accepting a shift in focus from ‘English’ to ‘Englishes’, we argue that the concept of ‘Englishes’, which assumes the pluralization of linguistic and cultural norms, still remains a collective concept, and to discuss English from the language user’s point of view, the notion of ‘my English’—a notion motivated by the distinction between ‘English one learns’ and ‘English one uses’—should be introduced. We also argue that if a personal perspective of ‘my English’ is taken, then, we must also draw a distinction between ‘culture out there’ and ‘culture one encounters’ to discuss the context in which English is used. In this paper, we introduce the perspective of ‘living multiculturalism’, and discuss some of the major cultural issues from that perspective. All in all, this paper is an attempt at advancing a theory of world Englishes from the perspective of the user of the language, suggesting pedagogical implications for understanding the notion of communicative competence.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114349978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Using IT in the Language Classroom","authors":"Gloria R. Poedjosoedarmo","doi":"10.1177/003368820603700110","DOIUrl":"https://doi.org/10.1177/003368820603700110","url":null,"abstract":"","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117078020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Home Country Teachers’ Advice to Non-Home Country Teachers","authors":"Nicola Crozier, R. Kleinsasser","doi":"10.1177/0033688206063471","DOIUrl":"https://doi.org/10.1177/0033688206063471","url":null,"abstract":"This study explores educational and sociocultural advice home country teachers offer non-home country teachers instructing English. It reviews various professional literature including documents (e.g. news releases), websites, and various literature (books, journals, journal articles) pertaining to the preparation of teachers who plan to teach English in non-home country learning environments. The 30 participants representing 14 countries completed a written questionnaire and provide advice on the personal qualities and L1 abilities of non-home country teachers, English language teaching, English home country students, preferred variety of English, and sociocultural challenges.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129444262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning Vocabulary in Group Work in Vietnam","authors":"Le Pham Hoai Huong","doi":"10.1177/0033688206063477","DOIUrl":"https://doi.org/10.1177/0033688206063477","url":null,"abstract":"This study investigated learning vocabulary in group work at university in Vietnam. The students were studied in two kinds of group settings, ‘unassisted’ and ‘assisted’, the first consisting of five students from the same class level and the second of four from the same class and a student from a higher class. Differences were observed in both the procedures and the outcomes of vocabulary learning in the two settings. The negotiation of word meanings and forms were collaborative in the unassisted groups and expert-novice in the assisted groups. The unassisted groups used the first language to code-mix their English utterances with Vietnamese words to express their ideas. The presence of a senior student in the assisted groups virtually eliminated the use of the first language in explaining new English words. Students in the two group settings reported that they learned new words and the group discussions helped them recall and remember English words.","PeriodicalId":330116,"journal":{"name":"Regional Language Centre Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114172808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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