CORESLA
Assessment
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A 3500-word essay on one
of the following three topics, submitted by the beginning of term 2.
I.
Justify or reject one of
the following principles of 20th century language teaching and decide how far it
is useful for teaching in the 21st century in the light of SLA research and
theories, referring to a particular teaching situation with which you are
familiar: the goal of language teaching is to become as close as possible to the
native speaker; students learn best through spoken, not written, language;
teachers and students should use the L2 rather than the L1 in the classroom.
Reading
(apart from that on the original reading list
general
Howatt,
A. (1984), A History of English Language
Teaching, OUP
Stern, H. 1983. Fundamental Concepts of
Language Teaching. Oxford: OUP.
native
speaker
Cook,
V.J. (1999), ‘Going beyond the native speaker in language teaching’, TESOL
Quarterly, 33, 2, 185‑209 (privatewww.essex.ac.uk/~vcook/NS-MAIN.htm)
Davies,
A. (1996). Proficiency or the native speaker: what are we trying to achieve in
ELT? In Cook, G. & Seidlhofer, B. (eds.), Principle
and Practice in Applied Linguistics (pp. 145-157). Oxford: OUP
Firth,
A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental
concepts in SLA research. Modern Language
Journal, 81, 285-300
Kramsch,
C. (1998). The privilege of the intercultural speaker. In Byram, M. &
Fleming, M. (Eds.), Language Learning in
Intercultural Perspective, (pp.16-31), Cambridge: CUP
Rampton,
M.B.H. (1990). Displacing the “native speaker”: expertise, affiliation and
inheritance. ELT Journal, 44/2,
338-43
speech
and writing
Banathy,
B.H. & Sawyer, J.O. (1969), ‘The primacy of speech: an historical
sketch’, Modern Language Journal, 53, 537-44
Bygate,
M. (1998), 'Theoretical perspectives on speaking', Annual
Review of Applied Linguistics, 18, 20-42
Cook, V.J. (2001). ‘Knowledge of writing’, IRAL, 39, 1-18
Cook,
V.J. (2001). ‘Written
language and foreign language teaching’,
in V. Cook & B. Bassetti (eds.), Second
Language Writing Systems, Multilingual Matters, 424-442, 2005
Halliday,
M.A.K. (1985), Spoken and Written Language,
OUP
Haynes,
M. & Carr, T.H. (1990), ‘Writing system background and second language
reading: a component skills analysis of English reading by native-speaking
readers of Chinese’, in T.H. Carr & B.A. Levy (eds.), Reading
and its Development: Component Skills Approaches, San Diego: Academic Press,
375-421
Olson,
D.R. (1996), ‘Toward a psychology of literacy: on the relations between speech
and writing’, Cognition, 60, 83-104
Treiman,
R. (1993), Beginning to Spell, Oxford
University Press
L2
rather than L1
Butzkamm,
W. (2003), ‘We only learn language once. The role of mother tongues in the
classroom’, Language Learning Journal,
28, 29-39
Dodson,
C.J. (1967), Language Teaching and the
Bilingual Method, London: Pitman
Hawkins,
E. (1987), Modern Languages in the Curriculum, second edition, CUP
Macaro,
E. (1997), Target Language, Collaborative
Learning and Autonomy, Clevedon: Multilingual Matters
Mitchell,
R. 1988), Communicative Language
Teaching in Practice, London: CILT
Stern,
H.H. (1992), Issues and Options in Language Teaching, Oxford: OUP
II.
How
would you define the goals for language teaching
for your teaching
situation? In the light of the work covered in the course, describe both the
situation as it is now and as you think it should be.
Canagarajah, A.S.
(ed.): Reclaiming the Local in Language
Policy and Practice. New Jersey: Lawrence Erlbaum Associates, 3-24.
Holliday, A. (1994), Appropriate
Methodology and Social Context, CUP
Phillipson, R.
(1992), Linguistic Imperialism, OUP
And either look at
the national syllabuses for your own country or find one on-line – most
countries have them on the web from Japan to Israel
III.
Discuss the implications of one
aspect of SLA research covered in the course for language teaching, such as the
nature of the L2 user, compensatory strategies, vocabulary and the mental
lexicon, the multi-competence model.
This
relies on the reading for specific weeks of the course, mostly to be found in
handouts for the relevant weeks, usually on the web-page somewhere
Other
alternatives are possible, such as a case study of an L2 user, but must be
approved by me in advance.
Submission
date: Monday 26th
January 2009 by 1 pm to Sandra Lovell and on BlackBoard. In principle marking
should take about a month, but as all assignments are handed back
simultaneously, this depends on numbers of late submissions, on processing
double-marking and on the sheer number of assignments (60 or so last year).
School rules for late submission and plagiarism should be consulted on ECLS websites and handouts