DOCSLIB.ORG

Online Language Teaching Research

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Online Language Teaching Research ONLINE LANGUAGE TEACHING RESEARCH Pedagogical, Academic and Institutional Issues EDITED BY Israel Sanz-Sánchez, Susana V. Rivera-Mills & Regina Morin Online Language Teaching Research: Pedagogical, Academic and Institutional Issues Edited by Israel Sanz-Sánchez West Chester University Susana V. Rivera-Mills Oregon State University Regina Morin The College of New Jersey Published by Trysting Tree Books 121 The Valley Library Corvallis, OR 97331–4501 https://trystingtree.library.oregonstate.edu/ Text © The Authors 2017 First published 2017 Cover design by Amber MacKay Cover image by picjumbo_com / pixabay Licensed under CC0 Public Domain Digital versions typeset by Siliconchips Services Ltd. e-ISBN: 978-0-9996872-0-8 DOI: https://doi.org/10.5399/osu.ubi1 This work is licensed under the Creative Commons Attribution 4.0 Interna- tional License (unless stated otherwise within the content of the work). To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This license allows for copying any part of the work for personal and commercial use, providing author attribution is clearly stated. The full text of this book has been peer-reviewed to ensure high academic standards. For full review policies, see https://trystingtree.library.oregonstate. edu/site/research-integrity/ Suggested citation: Sanz-Sánchez, I, Rivera-Mills, S V and Morin, R 2017 Online Language Teaching Research: Pedagogical, Academic and Institutional Issues. Corvallis, OR: Trysting Tree Books. DOI: https://doi.org/10.5399/osu.ubi1. License: CC-BY 4.0 To read the free, open access version of this book online, visit https://doi.org/10.5399/osu.ubi1 or scan this QR code with your mobile device: Table of Contents Introduction (Robert J. Blake) 1 Between SLA Theory and Student Perceptions: Best Practices (Pamela L. Anderson-Mejías) 9 Social Networking Site Participation and Language Learner Motivation (Adrienne Gonzales) 35 Can You Repeat, Please? L2 Complexity, Awareness, and Fluency Development in the Hybrid “Classroom” (Gabriel A. Guillén, Robert J. Blake) 55 Synchronous Video Chat Sessions in a TESOL Online Graduate Course: Instructor Roles and Best Practices (Esther Smidt, Ashley McAndrew, and Brian McDyre) 79 In Search of the Perfect Blend: An ESL Hybrid Course for Prospective Primary Teachers (María Fernández Agüero and Isabel Alonso Belmonte) 101 Elements of Good Design: Applying the Quality Matters Rubric to Develop Language Courses (Patricia MacGregor-Mendoza) 127 Building and Sustaining Language Degrees Online: The Case of German and Spanish (Sebastian Heiduschke and David Prats) 151 Conclusion: The Future of Online Language Teaching Research (Israel Sanz-Sánchez and Regina Morin) 173 Introduction Robert J. Blake University of California, Davis Without any doubt, online teaching has finally come into its own. According to Allen and Seaman, online courses now make up a third of the higher education offerings. Second-language (L2) instruction has not lagged too far behind this general educational trend, with hybrid and fully online classes in ESL, com- monly taught, and less commonly taught languages having now become an accepted part of many departmental offerings, especially in junior colleges and large state universities (Blake, “Best Practices”; “2013 Keynote Address”). The reasons behind the popularity of these online formats readily come to mind: (1) the existence of a new generation of students who like learning via the computer because in their real lives they normally spend hours doing digi- tal things; (2) the severe time limitations imposed by classroom language study with only 50 minutes of instruction per day (and even less actual language practice) three, four or, at best, five days a week; and, conversely, the promise of more time on task using hybrid and online formats; (3) the convenience of anytime and anywhere learning through online formats; (4) the treasure-trove of authentic materials available online in all the world’s languages; and finally, (5) the new digital affordances that promote L2 interactions in ways that par- allel or even improve what can happen in the classroom, as we will discuss further below. How to cite this book chapter: Blake, R J. 2017. Introduction. In: Sanz-Sánchez, I, Rivera-Mills, S V and Morin, R. (eds.) Online Language Teaching Research: Pedagogical, Academic and Institutional Issues. Pp. 1–7. Corvallis, OR: Trysting Tree Books. DOI: https://doi.org/10.5399/ osu.ubi1.a. License: CC-BY 4.0 2 Online Language Teaching Research Despite the attention being given to digital delivery, no one would suggest that online language education should entirely replace the experience of the in-situ classroom, but more off-campus options for students with complicated modern lives and schedules is a welcome innovation. The profession’s reluctance to accept online language learning is selective, rather than a wholesale rejec- tion. Although our profession has already embraced the usefulness of digital reading (with e-glosses and other types of digital support) and online collabo- rative writing (Oskoz and Elola, “Promoting Foreign Language”; “Integrating digital stories”), few language instructors think about doing L2 speaking prac- tice online (Blake, “Technologies for Teaching”). Moreover, many language professionals question the value of L2 interactions taking place in these tech- nologically assisted learning environments. We all would agree that a language curriculum without ample speaking and listening practice would fail to meet the gold standard; after all, language is inherently a social activity. However, few language instructors are willing to admit that their students normally only respond actively in class about three or four times an hour. This unspoken class- room reality makes reaching advanced proficiency in the L2 during the student’s undergraduate lifetime difficult, to say the least. Nevertheless, instructors correctly question how the use of the computer can approximate the face-to-face speaking experiences of the classroom, without all of the live interactions with the instructor, the idealized model for correct language usage. When contemplating fully online language courses, these con- cerns about speaking practice often become a serious impediment to granting course credit, let alone degree credit. On the one hand, these doubts often arise because of the lack of knowl- edge about the many speaking affordances offered by computer-assisted language learning (Blake, “Technologies for Teaching”). On the other hand, many teachers simply refuse to relinquish their traditional role as the sage on the stage in favor of a more up-to-date function as the guide on the side. The language teaching profession also undervalues speaking practice with no direct involvement by the instructor, despite the many studies that have shown learner-learner exchanges contribute to L2 development both in the short and long run. The literature on autonomous learning (Schwienhorst,Learner Autonomy) extols the virtues of letting students direct the course of their own learning. Nevertheless, it should be obvious that the teacher continues to control the curriculum, the activities, and the degree of student self-agency for any given language course online or in class. Little student autonomy and unsound class/ CALL assignments will produce less favorable student outcomes in either learn- ing environment. However, online language success also depends on whether or not the students themselves know how to take advantage of these new ways of communicating—and, in some cases, whether or not they have material access to computers or what some have called the socio-economic digital divide (Warschauer, Technology and Social Inclusion). Introduction 3 These issues form the backdrop for the current volume, which seeks to pro- vide more information about second language acquisition in the digital age, online collaborative speaking opportunities, teacher computer training, and an examination of the institutional barriers or lack of infrastructure that might stand in the way of implementing a pedagogically sound online curriculum. Ever since the heyday of Krashen (Chomsky’s most ardent defender in the arena of L2 theory and practice), language instructors have single-handedly taken on the burden of providing comprehensible input for their students. Ironically, the field of second-language acquisition has long since moved in a different direction, inspired less by Chomsky, and more in tune with Vygotsky and his ideas about the Zone of Proximal Development, along with other con- structivist notions about the importance of interactions, collaborations, explicit instruction, negotiation of meaning, Focus-on-Form, and feedback (Gass; Long and Robinson; Swain; Ellis and Sheen). Best language practices—with online learning environments being no exception (Chapelle)—put students at the center of everything by strengthening a sense of learner agency and autonomy (Little; O’Dowd; Schwienhorst; Guillén). In practical terms, this shift has relied on the basic concept of task (Robinson; Long)—learning by doing. L2 tasks ask learners to carry out goal-oriented activities by solving problems, doing puzzles, analyzing texts or videos from a particular genre, playing games, or sharing/ comparing experiences. In their essence, language tasks involve communica- tion that is meaning-oriented, as authentic as possible, and goal-oriented
Load more

Recommended publications
  • Annual Accounts
    Worldcall Telecom Limited We at Worldcall are committed to achieving dynamic growth and service excellence by being at the cutting edge of technological innovation. We strive to consistently meet and surpass customers', employees' and stake-holders' expectations by offering state-of-the-art telecom solutions with national & international footprints. We feel pride in making efforts to position Worldcall and Pakistan in the forefront of international arena. In the telecom market of Pakistan, Worldcall to have an over- whelming impact on the basis of following benchmarks: l Create new standards of product offering in basic and value added telephony by being more cost effective, easily accessible and dependable. Thus ensuring real value for money to all segments of market. l Be a leader within indigenous operators in terms of market share, gross revenues and ARPU within five years and maintain the same positioning thereafter. l Achieve utmost customer satisfaction by setting up high standards of technical quality and service delivery. Ensuring the most profitable and sustainable patterns of ROI (Return on Investment) for the stake-holders. Annual Report 2008 01 Worldcall Telecom Limited C O N T E N T S Company Information 05 Notice of Annual General Meeting 07 Message from the Chairman 08 Directors’ Report 11 Key Financial Information 17 Statement of Compliance with the best practices on Transfer Pricing 18 Statement of Compliance with Code of Corporate Governance 19 Auditors’ Review Report on Statement of Compliance with Code of Corporate Governance 21 Auditors’ Report to the Members 22 Balance Sheet 23 Profit and Loss Account 24 Cash Flow Statement 25 Statement of Changes in Equity 26 Notes to the Financial Statements 27 Consolidated Financial Statements 64 Pattern of Shareholding 110 Form of Proxy 115 Annual Report 2008 02 Worldcall Telecom Limited FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 JUNE 2008 Annual Report 2008 03 Worldcall Telecom Limited Annual Report 2008 04 Worldcall Telecom Limited COMPANY INFORMATION Chairman Dr.
    [Show full text]
  • Vimpelcom Ltd
    UNITED STATES SECURITIES AND EXCHANGE COMMISSION WASHINGTON, D.C. 20549 FORM 20-F Registration Statement Pursuant to Section 12(b) or (g) of the Securities Exchange Act of 1934 OR ⌧ Annual Report Pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 for the fiscal year ended December 31, 2012 OR Transition Report Pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 OR Shell Company Report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 Commission File Number: 1-34694 VIMPELCOM LTD. (Exact name of registrant as specified in its charter) Bermuda (Jurisdiction of incorporation or organization) Claude Debussylaan 88, 1082 MD, Amsterdam, the Netherlands (Address of principal executive offices) Jeffrey D. McGhie Group General Counsel & Chief Corporate Affairs Officer Claude Debussylaan 88, 1082 MD, Amsterdam, the Netherlands Tel: +31 20 797 7200 Fax: +31 20 797 7201 (Name, Telephone, E-mail and/or Facsimile number and Address of Company Contact Person) Securities registered or to be registered pursuant to Section 12(b) of the Act: Title of Each Class Name of Each Exchange on Which Registered American Depositary Shares, or ADSs, each representing one common share New York Stock Exchange Common shares, US$ 0.001 nominal value New York Stock Exchange* * Listed, not for trading or quotation purposes, but only in connection with the registration of ADSs pursuant to the requirements of the Securities and Exchange Commission. Securities registered or to be registered pursuant to Section 12(g) of the Act: None Securities for which there is a reporting obligation pursuant to Section 15(d) of the Act: None Indicate the number of outstanding shares of each of the issuer’s classes of capital or common stock as of the close of the period covered by the annual report: 1,628,199,135 common shares, US$ 0.001 nominal value.
    [Show full text]
  • The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
    languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al.
    [Show full text]
  • Table of Contents
    TABLE OF CONTENTS Executive Summary 1 Regional Cable TV & Broadband Operators 57 Regional DTH Satellite Pay-TV Operators 77 Regional IPTV & Broadband Operators 90 Regional Broadcasters 99 Regional Digital & Interactive 126 Regional Fixed Service Satellite 161 Regional Broadcasting & Pay-TV Finance 167 Regional Regulation 187 Australia 195 Cambodia 213 China 217 Hong Kong 241 India 266 Indonesia 326 Japan 365 Korea 389 Malaysia 424 Myanmar 443 New Zealand 448 Pakistan 462 Philippines 472 Singapore 500 Sri Lanka 524 Taiwan 543 Thailand 569 Vietnam 590 TABLE OF CONTENTS Executive Summary 1-56 Methodology & Definitions 2 Overview 3-13 Asia Pacific Net New Pay-TV Subscriber Additions (Selected Years) 3 Asia Pacific Pay-TV Subs - Summary Comparison 4 Asia Pacific Pay-TV Industry Revenue Growth 4 China & India - Net New Pay-TV Subscribers (2013) 5 China & India - Cumulative Net New Pay-TV Subscribers (2013-18) 5 Asia Pacific (Ex-China & India), Net New Subscribers (2013) 6 Asia Pacific Ex-China & India - Cumulative Net New Pay-TV Subscribers (2013-18) 8 Economic Growth in Asia (% Real GDP Growth, 2012-2015) 9 Asia Pacific Blended Pay-TV ARPU Dynamics (US$, Monthly) 10 Asia Pacific Pay-TV Advertising (US$ mil.) 10 Asia Pacific Next Generation DTV Deployment 11 Leading Markets for VAS Services (By Revenue, 2023) 12 Asia Pacific Broadband Deployment 12 Asia Pacific Pay-TV Distribution Market Share (2013) 13 Market Projections (2007-2023) 14-41 Population (000) 14 Total Households (000) 14 TV Homes (000) 14 TV Penetration of Total Households (%)
    [Show full text]
  • Comodo Threat Intelligence
    Comodo Threat Intelligence Lab SPECIAL REPORT: AUGUST 2017 – IKARUSdilapidated Locky Part II: 2nd Wave of Ransomware Attacks Uses Your Scanner/Printer, Post Office Billing Inquiry THREAT RESEARCH LABS Locky Ransomware August 2017 Special Report Part II A second wave of new but related IKARUSdilapidated Locky ransomware attacks has occurred, building on the attacks discovered by the Comodo Threat Intelligence Lab (part of Comodo Threat Research Labs) earlier in the month of August 2017. This late August campaign also uses a botnet of “zombie computers” to coordinate a phishing attack which sends emails appearing to be from your organization’s scanner/printer (or other legitimate source) and ultimately encrypts the victims’ computers and demands a bitcoin ransom. SPECIAL REPORT 2 THREAT RESEARCH LABS The larger of the two attacks in this wave presents as a scanned image emailed to you from your organization’s scanner/printer. As many employees today scan original documents at the company scanner/printer and email them to themselves and others, this malware-laden email will look very innocent. The sophistication here includes even matching the scanner/printer model number to make it look more common as the Sharp MX2600N is one of the most popular models of business scanner/printers in the market. This second wave August 2017 phishing campaign carrying IKARUSdilapidated Locky ransomware is, in fact, two different campaigns launched 3 days apart. The first (featuring the subject “Scanned image from MX-2600N”) was discovered by the Lab to have commenced primarily over 17 hours on August 18th and the second (a French language email purportedly from the French post office featuring a subject including “FACTURE”) was executed over a 15-hour period on August 21st, 2017.
    [Show full text]
  • ASIA PACIFIC PAY-TV DISTRIBUTION the Future of Pay-TV in Asia
    ASIA PACIFIC PAY-TV DISTRIBUTION The Future of Pay-TV in Asia September 2017 About the Publisher As a leading independent consulting and research provider, MPA Advisory & Consulting Media Partners Asia (MPA) offers a range of customized MPA customizes our consulting services for a wide range of services and market research to help companies drive business players across the media & telecoms industry. Our expertise development, strategy & planning, M&A, and roll out new helps drive business across the ecosystem. MPA gives companies products & services. Based in Hong Kong, Singapore and India, the data, diligence, insights and strategies to achieve their our teams have local depth and expertise across 18 key markets objectives, including: in Asia Pacific and key international territories. » Benchmarking competition » Entering new markets with local partnerships MPA offers: in-depth research reports across key industry » Initial public offerings (IPOs) sectors; customized consulting services; industry events to » Launching new products and services spread knowledge and unlock partnerships; and publications » M&A transactions that provide insights into driving business. » Restructuring » Recruiting new talent MPA clients include all industry stakeholders, including media & telecoms owners, distributors, policymakers, trade bodies, MPA services include: technology companies and financial institutions. » Benchmarking studies » Due diligence services for M&A MPA Research Reports » Customized market research Our analysts produce 10 reports a year across a variety of sectors » Corporate strategy within the media & telecoms industry, providing data, research » IMC (Independent Market Consultant) research for IPOs and actionable insights that help businesses expand their reach into new markets and benchmark their current performance and MPA Events future growth trajectory.
    [Show full text]
  • KTJ13-2Web.Pdf
    Korea TESOL Journal Volume 13, Number 2 Korea Teachers of English to Speakers of Other Languages Korea TESOL Journal, Vol. 13, No. 2 Korea TESOL Journal Volume 13, Number 2 The Official Journal of Korea Teachers of English to Speakers of Other Languages (KOTESOL / Korea TESOL) Editor-in-Chief: Kara Mac Donald, Defense Language Institute, USA Associate Editor: David E. Shaffer, Gwangju International Center, Korea Publications Committee Chair: James Kimball, Semyung University, Korea Board of Editors Yuko Butler, University of Pennsylvania, USA Richard Day, University of Hawaii at Manoa, USA Michael Griffin, Chung-Ang University, Korea Yang Soo Kim, Middle Tennessee State University, USA Douglas Paul Margolis, University of Wisconsin–River Falls, USA Levi McNeil, Sookmyung Women’s University, Korea Scott Miles, Dixie State University, USA Marilyn Plumlee, The American University in Cairo, Egypt Eric Reynolds, Woosong University, Korea Bradley Serl, University of Birmingham, UK William Snyder, Kanda University of International Studies, Japan Stephen van Vlack, Sookmyung Women’s University, Korea Editors Suzanne Bardasz, University of California, Davis, USA Reginald Gentry, University of Fukui, Japan Lindsay Herron, Gwangju National University of University, Korea Ondine Gage, California State University, Monterey Bay, USA Stewart Gray, Hankuk University of Foreign Studies, Korea Junko Matsuda, Defense Language Institute, USA Jessica Fast Michel, Virginia International University, USA Federico Pomarici, Defense Language Institute, USA Adam Turner, Hanyang University, Korea Fred Zenker, University of Hawaii, Manoa, USA Production Layout: Media Station, Seoul Printing: Myeongjinsa, Seoul © 2017 by Korea TESOL ISSN: 1598-0464 iii Korea TESOL Journal, Vol. 13, No. 2 About KOTESOL Korea TESOL, Korea Teachers of English to Speakers of Other Languages (KOTESOL) is a professional organization of teachers of English whose main goal is to assist its members in their self-development and to contribute to the improvement of ELT in Korea.
    [Show full text]
  • Teaching Grammar Using Focus on Form Approach in Communicative Language
    Teaching Grammar Using Focus on Form Approach in Communicative Language Teaching for Korean Middle School Students By Minseo Yu A Master’s Paper Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Arts in TESOL _________________________________ Advisor’s Name _________________________________ Date University of Wisconsin-River Falls 2013 Abstract In Korea, exceptional English communication skills are considered essential when conducting business internationally. This awareness led the Korean government to include English as one of the prerequisite subjects in public education. From the 1950s, to the early 1990s, students were taught English using a traditional approach which focused on teaching sentence level grammar rules without verbal communication. However, it did not improve their communicative skills. For this reason, the Korean government introduced the communicative approach in English instruction, and since then students have not only learned how to use English appropriately in different social situations, they have significantly improved their oral fluency as well. Unfortunately, students’ accuracy in communication has remained relatively low as teachers do not typically correct students’ spoken grammatical errors as they occur. Considering this, Korean English education needed a new approach which offered students sufficient opportunities for authentic communication, in addition to improving the grammatical accuracy of their output. The use of Michael Long’s approach, focus on form, seems to have offered the solution. Focus on form provides teachers with eleven teaching techniques in order to improve students’ grammatical accuracy in communication. The implicit techniques, which include input flood, task-essential language, and input enhancement etc., can be used by teachers to improve their students’ language awareness implicitly.
    [Show full text]
  • Worldcall Annual Accounts December 31, 2015
    WorldCall WORLD CALL An Omantel Company We at Worldcall are committed to achieving dynamic growth and service excellence by being at the cutting edge of technological innovation. We strive to consistently meet and surpass customers', employees' and stake-holders' expectations by offering state-of-the-art telecom solutions with national & international footprints. We feel pride in making efforts to position Worldcall and Pakistan in the forefront of international arena. In the telecom market of Pakistan, Worldcall to have an over- whelming impact on the basis of following benchmarks: l Create new standards of product offering in basic and value added telephony by being more cost effective, easily accessible and dependable. Thus ensuring real value for money to all segments of market. l Be a leader within indigenous operators in terms of market share, gross revenues and ARPU within five years and maintain the same positioning thereafter. l Achieve utmost customer satisfaction by setting up high standards of technical quality and service delivery. Ensuring the most profitable and sustainable patterns of ROI (Return on Investment) for the stake-holders. 01 ANNUAL REPORT 2015 WorldCall WORLD CALL An Omantel Company C O N T E N T S Company Information 04 Notice of Annual General Meeting 06 Message from the Chairman 12 Directors’ Report 13 Key Financial Information 29 Statement of Compliance with the best practices on Transfer Pricing 30 Statement of Compliance with Code of Corporate Governance 31 Auditors’ Review Report on Statement of Compliance with Code of Corporate Governance 33 Auditors’ Report to the Members 34 Balance Sheet 35 Profit and Loss Account 36 Statement of Comprehensive Income 37 Cash Flow Statement 38 Statement of Changes in Equity 39 Notes to the Financial Statements 40 Pattern of Shareholding 113 Form of Proxy 117 02 ANNUAL REPORT 2015 WorldCall WORLD CALL An Omantel Company FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2015 03 ANNUAL REPORT 2015 WorldCall WORLD CALL An Omantel Company COMPANY INFORMATION Chairman Mr.
    [Show full text]
  • Lourdes Ortega Curriculum Vitae
    Lourdes Ortega Curriculum Vitae Updated: August 2019 Department of Linguistics 1437 37th Street NW Box 571051 Poulton Hall 250 Georgetown University Washington, DC 20057-1051 Department of Linguistics Fax (202) 687-6174 E-mail: [email protected] Webpage: https://sites.google.com/a/georgetown.edu/lourdes-ortega/ EDUCATION 2000 Ph.D. in Second Language Acquisition. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1995 M.A. in English as a Second Language. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1993 R.S.A. Dip., Diploma for Overseas Teachers of English. Cambridge University/UCLES, UK. 1987 Licenciatura in Spanish Philology. University of Cádiz, Spain. EMPLOYMENT since 2012 Professor, Georgetown University, Department of Linguistics. 2004-2012 Professor (2010-2012), Associate Professor (2006-2010), Assistant Professor (2004-2006), University of Hawai‘i at Mānoa, Department of Second Language Studies. 2002-2004 Assistant Professor (tenure-track), Northern Arizona University, Department of English. 2000-2002 Assistant Professor (tenure-track). Georgia State University, Department of Applied Linguistics and ESL. 1999-2000 Visiting Instructor of Applied Linguistics, Georgetown University, Department of Linguistics. 1994-1998 Research and Teaching Graduate Assistant, University of Hawai‘i at Mānoa, College of Languages, Linguistics, and Literature. 1987-1993 Instructor of Spanish, Instituto Cervantes of Athens, Greece. FELLOWSHIPS 2018: Distinguished Visiting Fellow at the Graduate Center, City University of New York, Advanced Research Collaborative (ARC). August through December, 2018. 2010: External Senior Research Fellow at the Freiburg Institute of Advanced Studies (FRIAS), University of Freiburg. One-semester residential fellowship at FRIAS to carry out project titled Pathways to multicompetence: Applying usage-based and constructionist theories to the study of interlanguage development.
    [Show full text]
  • Key Issues in Second Language Acquisition Since the 1990S
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 9, pp. 1916-1920, September 2015 DOI: http://dx.doi.org/10.17507/tpls.0509.21 Key Issues in Second Language Acquisition since the 1990s Shuangshuang Wang Shandong Normal University, Jinan, China Abstract—The research field of the second language acquisition has been increasingly widened in recent years, and emerged various kinds of new theories. This thesis summarizes foreign and domestic researches’ key issues in this field since the 1990s according to theoretical framework of the second language research, then sorts out relative achievements from respective points of sociocutural theory; input, interaction and output in SLA; learner differences; external elements of learners, tacit knowledge and explicit knowledge and universal grammar and interlanguage representations, and looks into the future development, so as to make domestic learners better understand the current researches of this field and increase the general level of our foreign language education and teaching. Index Terms—key issues, SLA, since the 1990s I. INTRODUCTION Second Language Acquisition (SLA) refers to a field of research which aims to make its own distinctive contribution to fundamental understandings and to study the workings of the human mind or the nature of language. It also has potential to inform the improvement of social practice in some other fields, most obviously in language learning and teaching. The second language acquisition research mainly focuses on the process and principles of second language acquisition after one has acquired the second language. Being an independent subject, the second language acquisition rises during the end of the 1960s and the beginning of the 1970s with the promotion of interlanguage theory, and boasts a history of more than 30 years.
    [Show full text]
  • Blekinge Institute of Technology School of Management
    Blekinge Institute of Technology School of Management Master Thesis of MSc. Business Administration “The IMPACT OF PRIVATIZATION” “Managing the Process of Privatization and its impacts on Performance and Development: A case Study of Pakistan Telecommunication Limited” Supervisor Dr. Stefan Hellmer Authors Muhammad Anwar Jamal Shah Haroon Ur Rashid Hussain Ullah Sheraz Ahmed June 2009 i ACKNOWLEDGEMENT The profound thanks goes to ALLAH Almighty, most gracious, most Merciful, whom alone we worship and ask for help. We are indebted to many here at BTH who contributed (directly or indirectly) in preparation of our Master Dissertation. First of all we are highly acknowledged to Mr. Anders Nillson whose lectures regarding Research Studies have added new dimension to our knowledge. We would like our deep gratitude to our supervisor Dr. Stefan Hellmer whose co-operation and dictations about the deficiencies in our dissertation have made us capable of timely completion of our working. Our appreciation also goes to Mr. Benno Engstrom (Projektledare BTH) whose fruitful discussion and provided materials has contributed a lot to our dissertation. Lastly we would like to pay our homage to our friends here at BTH whose support and co- operation makes us capable of presenting our Dissertation. Muhammad Anwar Jamal Shah Haroon Ur Rashid Hussain Ullah Sheraz Ahmed ii ABSTRACT Title: “THE IMPACT OF PRIVATIZATION” “Managing the Process of Privatization and its impacts on Performance and Development: A case Study of Pakistan Telecommunication Limited” Authors: Muhammad Anwar Jamal Shah, Haroon Ur Rashid Hussain Ullah, Sheraz Ahmed Supervisor: Dr. Stefan Hellmer Objective: The purpose of the thesis is to evaluate the impacts of privatization on Growth, profitability and employment of Pakistan Telecommunication Limited, So that the organization may be able to get the fruitful impacts of this globally recognized phenomenon.
    [Show full text]