DOCUMENT RESUME ED 139 254 FL 008 544 AUTHOR Povey, John, Ed. TITLE workpapers in Teaching English as a SecondLanguage. Vol. 10. INSTITUTION California Univ., Los Angeles. Dept. ofEnglish. PUB DATE Jun 76 NOTE 158p.; For related .ocument, see FL008 251 EDRS PRICE MF-$0.83 HC-$8.69 Plus Postage. 'DESCRIPTORS Cognitive Processes; Discourse, Analysis;*English (Second Language) ;Hypnosis; Immersion Programs; Intensive Language Courses; Japanese;*Language 'Instruction; Language ProgramsanguageResearch; Language Role; Language Tests;Mokphames; *Second Language Learning; Spanish;SpanishIpeaking; Speech Communication; Statistical Analysis; Teacher Certification; Teacher Influence; Verbs !IDENTIFIERS Africa; Japan; Tense (Verbs) ABSTRACT This is the tenth annual issue of the UCLATESL (teaching English as a second language)workpapers. It inclddes the 'following papers: (1) "An Attempt to Model the Role ofCognitions in Language Learning," by R.L.Allw;.ight; (2) "A Comparison of Language Proficiency Tests," by J. Donald Bowen;(3) "Language Study Through Hypnosis," by Russell N. Campbell; (4) "On Understanding and Teaching the English Tense-Aspect System,"by Marianne Celce-Murcia; (5)"ESL TeaCher Speech as Input to the ESI"Learner,"by Diane Larsen-Freeman; (6) "Discourse Analysis, SpeechActs and SecondLanguage Acguisition," by. Evelyn Hatch; 1(7)"The Role of English in Africa," 'by John Povey; (8) "A Study of the English andSpanish of Spanish-Speaking Pupils in a Spanish ImmersionSchool Program," by Sandra Plann and Arnulfo G.Ramirez; \(9) "A Multi-Dimensional Display of Some TESL Activities inthejCertificate Program," by Earl Rani; (10) "Second Language Acquisit.on: ThePidginization Hypothesis," by John H.Schumann; and oly"English Teaching in Japan," by Kiyoshi Tajima., In addition, thisvolum14 includes the'abstracts of 21 MATESL theses. Another paper included lin theoriginal collection, "A Humanistic Approach to Quality 'in Media,"by James Heaton, has already been entered into ERIC. (CFM) ***************************************************#****************** DOcuments acquired by ERIC include manyinformal unpublished * * materials not available fromother sources. ERIC makes every effort * * to obtain the best copy available.Nevertheless, items of marginal * * re'producibility are oftenencountered and this affects the quality * * of the microficheand.hardcopy reproductions ERIC makesavailable * * yia the ERIC.DocuientReproduction Service (EDRS). EDRS is not * responsible for the quality ofthe original document. Reproductions * * supplied by EDRS are the bestthat can be made from the original. * *********************************************************************** FTFACE This is the tenth annual number of our UCLA TESL Department Workpapers. That number will surely seem to indicate a milestone in achievement for the material presented acnoss a decade represents most substantial and continuing scholarship. Workpapers, as their name suggests, were conceived as a publi- cation of "work in progress"; ideas, investigations, reports, and initial data that would announce on-going projects/to attract reaction and comment during the stage when hypothesis was becOMing thesis. Russ Campbell's in- triguing,speculations concerning language retention.and hypnosis may be the best exaffiple of.what was anticipated. Yet academics are rarely comfortable with printing unfinished work or inconclusive evidence. Increasingly, the essays submitted were further along the road of refinement; formal in their construct, often models of careful and original scholarship. For this reason, previous editions have been received with respect and appreciation within the profession. They gave evidence of the lively spirit of enquiry that stimulates -our department and adds substantially toexisting knowledge of many aspects of ESL theory, and practice. Looking back over the editor'sml.efaceto an earlier edition, I encountered an observation whic'n clearly made virtue of necessity. "We no longer feel it is necessary to justify the diversity of content." There is equally no homo- geneity to be anticipated in this latest volume. Its order, being deliberately alphabetical, exposes the most abject surrender of conceptual organization which eeduces the editor a mere compiler in self-defense. No melting pot here. Yet one of the most marked strengths of this department has been its variety and pragmatism. There has been methodological freedom not only tolerated but encouraged. There have been no purges of the unorthodox, no restrictive single educational theology to which all must do obeisance such as has inhibitedthe free range of enquiry in some departments. Inevitably, individual interests have become narrower and reputations deve- lop upon specialization. This is evidenced throughout this collection. As could be anticipated scholars have gone more deeply into theinownsections of our discipline. Earl Rand's increasingly complex utilization of the computer, Evelyn Hatch's concern with language acquisition, Marianne Celce-Murcia's application of formal linguistic theory to teachiag and the sociallyimportant studies of-bilingualism found in the report of Arnulfo'Ramirez areevidence of this particularity. In a department such speci7lization is not so much frag- mentation as rich diversity. It indicates that the discipline itself, exempli- fied by our faculty, necessarily draws broadly upon many fields of humanstudy and demands the findings of many areas of intellectual specializationbe cohered and adopted to the central question of effective language teaching andlearning. More than most fields, TESL has at its core a very deep commitment tosocial and educational inJolvement. An element of service clearly directs these studies to the service of.language learning at both thetheoretical and the most practical levels. The now customary abstracts of the M.A. theses of lastyear's students suggest how effectively the faculty have been able to inculcate intheir 3 graduate students their 'own dedicated duility offundamental research and practical involvement. Many of these theses are innovativecontributions to the issues of TESL methodology and many offer mostimmediately useful advice to the teacher. In exhibiting what is being achieved at UCLA welike to think that we are also demonstrating some of themajor issues and concerns that preoccupy people in our profession. In being new, these ideas are young andvigorous; they explore new worlds rather than stay put contentwith the secure truisms of commonly accepted principles. Such fresh enthusiasm seems appropriate for printing in a young publication which, after all,being only ten years old, has not yet become a teenager: John Povey Editor 4 Tcro cC,..;,./4/2. L. Cr.,Cikr 1:y.1,7! 17) CONTENTS R. L. Allwright An Attempt to Model the Role of Cognitionsin Language Learning 15 J. Donald Bowen A Comparison,of. Language Proficiency Tests Russell N. Campbell Language S.tudy Through Hypnosis 27' . / Marianne Celce-Murcia On Widerstanding and Teaching the English 31 Tense-Aspect System 45 Diane Larsen-Freeman ESL Teacher Speech as Input to the ESL Learner Evelyn Hatch Discourse Analysis, Speech Acts and Second 51 Language Acquisition James Heaton A Humanistic Approach to quality in Media 65 John Povey The Role of_Engljsh in Africa. 79 Sandra Hann and, A Study of the English and Spanish of Spanish- 89 Arnulfo O. Ramirez Speaking Pupils in a Spanish Immersion School Program Earl Rand A Multi-0imensional Display of Some TESL 109 Activities in the Certificate Program John H. Schumann Seond Language Acquisition: The Pidginization 127 Hypythesis Kiyoshi Tajima Engllsh Teaching in Japan 141 Abstracts Of MATESL Theses 157 PUTTING COGNITIONS' ON THE MAP: Learning An Attempt to Model the Roleof Cognitions in Langage R. L. Allwright I. A Macro:Analysis ofLanguage Teaching Three elements. 1. in language At the most extreme levelOf generality, what happens classrooms can be described in termsof three elements: I Samples,of the targetlanguage. of the target language.\. II Guidance conCerning the nature III Management activities. example, These are not mutually exclusiveelements, given that, for language and thus management activities mightbe conducted in the.target constitute samples of thatlanguage; or, to giveanother.example,.guidance thus offer- might.take the forM of an explanationin the target language, that management activities ing further samples. It seems less likely guidance, or vice versa, butthe .possibility will simultaneously constitute .should not be ruled Out. 2. Four dimensions. , \ yelation to each other These three elements varyin themselves, and in -in the following four ways: (most easily measured in termsof time, A. Their relative proportion but not necessarily bestmeasured in that way). teacher and learners, and amongthe B. Their distribution between individual learners. C. Their sequencing. of target or source. D. The language used, in terms elements and four At this level of generality,with just three basic discussing lang- dimensions along which they vary, wehave a framework for differentiate between the' uage teaching andlearning that will begin to options'and offer a way of classifyingteaching strategies major methodological most usually described. in terms somewhat differentfrom those in which they are (but I could almost have pit'hope', instead) that the It is my judgement of more directly framework proposed here reflects moreimportant (in the sense 6 related to learning) aspects of language teaching and leTing1 thanthose generally