New Zealand Studies in Applied Linguistics
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Four Strands to Language Learning
International Journal of Innovation in English Language Teaching… ISSN: 2156-5716 Volume 1, Number 2 © 2012 Nova Science Publishers, Inc. APPLYING THE FOUR STRANDS TO LANGUAGE LEARNING Paul Nation1 and Azusa Yamamoto2 Victoria University of Wellington, New Zealand1 and Temple University Japan2 ABSTRACT The principle of the four strands says that a well balanced language course should have four equal strands of meaning focused input, meaning focused output, language focused learning, and fluency development. By applying this principle, it is possible to answer questions like How can I teach vocabulary? What should a well balanced listening course contain? How much extensive reading should we do? Is it worthwhile doing grammar translation? and How can I find out if I have a well balanced conversation course? The article describes the rationale behind such answers. The four strands principle is primarily a way of providing a balance of learning opportunities, and the article shows how this can be done in self regulated foreign language learning without a teacher. Keywords: Fluency learning, four strands, language focused learning, meaning focused input, meaning focused output. INTRODUCTION The principle of the four strands (Nation, 2007) states that a well balanced language course should consist of four equal strands – meaning focused input, meaning focused output, language focused learning, and fluency development. Each strand should receive a roughly equal amount of time in a course. The meaning focused input strand involves learning through listening and reading. This is largely incidental learning because the learners’ attention should be focused on comprehending what is being read or listened to. The meaning focused output strand involves learning through speaking and writing and in common with the meaning focused input strand involves largely incidental learning. -
Table of Contents
SELF-REGULATION AND ITS RELATION TO MOTIVATION AND PROFICIENCY A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of Doctor of Education By Sakae Onoda January, 2012 Examining Committee Members David Beglar, Advisory Chair, CITE/TESOL Mark Sawyer External Member, Kwansei Gakuin University Paul Nation, External Member, Victoria University of Wellington Peter Gu, External Member, Victoria University of Wellington James Sick, External Member, J. F. Oberlin University © Copyright 2012 by Sakae Onoda i ABSTRACT This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. -
New Zealand Literature
ENGL331 New Zealand Literature Dylan Horrocks Hicksville, by permission Trimester 1, 2008 School of English, Film, Theatre & Media Studies 1 New Zealand Literature Class sessions Lecture: Monday, Friday 3.10pm – 4.00pm Hugh Mackenzie LT002 Weekly tutorials: Tutorials begin on 2 nd week of trimester; tutorial lists will be posted on the English noticeboard and on Blackboard. Each student attends eleven tutorials. Attendance at eight or more is required. The tutorials are a very important part of your development in the subject, and you should prepare fully for them by reading and being ready to contribute to the discussion. Course Organisation Convener: Mark Williams [email protected] 463 6810 (internal: 6810) office VZ 911 Lecturers: Mark Williams (MW) Jane Stafford (JS) [email protected] VZ905 Erin Mercer (EM) [email protected] VZ910 Hamish Clayton (HC) [email protected] Tutors: Tutors’ information will be posted on the Blackboard site. Blackboard • Updated information about the course, and all handouts etc relating to the course, are posted on the Blackboard site for this course. • Joining in the discussion about texts and issues on the class blackboard site is encouraged. • Access to the blackboard site is available through http://blackboard.vuw.ac.nz/ Aims, Objectives, Content The course is designed to expose you to a range of concepts relevant to more advanced students in literature; it will equip you with an understanding of the cultural and historical contexts of the material you are studying; and it will foster your ability to respond critically to a range of literary and theatrical texts and present your findings in formal assessment tasks. -
NEW ZEALAND ASIA INSTITUTE Te Roopu Aotearoa Ahia Annual
Level 4, 58 Symonds Street Private Bag 92019 Auckland, New Zealand Tel: (64 9) 373 7599 Fax: (64 9) 208 2312 Email: [email protected] NEW ZEALAND ASIA INSTITUTE Te Roopu Aotearoa Ahia Annual Report 2007 COMMITTED TO ASIAN KNOWLEDGE CREATION AND DISSEMINATIONAND BRIDGE-BUILDING AND NETWOEKING BETWEEN NEW ZEALAND AND ASIA CONTENTS Mission Statement 3 Acknowledgements 4 1. Overview of strategic and Institutional Development 5 2. Highlights of the Year 7 3. Program of Activities 11 4. NZAI Offshore 23 5. Financial Performance Reports 26 6. Staff Publications 28 7. Conclusion 30 Appendix 1 The NZAI Advisory Board, 2007 31 2 MISSION STATEMENT The mission of the Institute is to: o Initiate and develop a multidisciplinary research program addressing issues concerning Asia and New Zealand; o Provide a forum for discussion and debate on policy issues and disseminate the output from these activities; o Develop relationships with external constituencies in New Zealand and the Asian region; o Serve as the point of access by external constituencies to the University and to its expertise on Asia. 3 ACKNOWLEDGEMENTS The Institute acknowledges with gratitude the generous financial support from the Japan Foundation, the Academy of Koran Studies, the Asia-New Zealand Foundation, the Korean Foundation, and the Ministry of Foreign Affairs and Trade, without which the successful completion of research and policy briefing projects initiated by the Institute in 2007 would not have been possible. The Institute would also like to thank the following institutional -
Vocabulary Research Into Practice
Date of delivery: Journal and vol/article ref: LTA 1100026 Number of pages (not including this page): 11 Author queries: Q1: Should there be a reference to Thorndike (1908) here? Q2: Do you mean ‘exceptional’ as in ‘exceptionally high standard’, or ‘few in number’? Q3: Please check my rewriting of this paragraph. I was confused by the reference to negative evidence ‘on’ (for?) deliberate learning, when the rest of the paragraph is about incidental learning. Q4: I’m afraid I don’t know what this means. Are the percentages increases in numbers of words learned? If so, in comparison to what? Typesetter queries: T1: Please check the position of editorial note. Non-printed material: Lang. Teach. (2011), 44.4,1–11 c Cambridge University Press 2011 doi:10.1017/S0261444811000267 1 Thinking Allowed 2 Research into practice: Vocabulary 3 I. S. P. Nation LALS, Victoria University of Wellington, New Zealand 4 [email protected] 5 This article is a personal view of the application of research on vocabulary to teaching and 6 how there are three different types or categories of relationship between that research and 7 the teaching to which it is applied: first, where the research is not applied or not applied well, 8 second, where it is reasonably well applied, and third, where it is over-applied. For each of 9 these three categories, I look at what I consider to be the most important areas of research 10 and suggest why they fit into that category. The topics covered include planning vocabulary 11 courses, distinguishing high frequency and low frequency words, extensive reading, the 12 deliberate learning of vocabulary, academic vocabulary and vocabulary teaching. -
A Review on the Maori Research As the Unique Language
AD ALTA JOURNAL OF INTERDISCIPLINARY RESEARCH A REVIEW ON THE MAORI RESEARCH AS THE UNIQUE LANGUAGE AND CULTURAL IDENTITY OF NEW ZEALAND aANNA BEKEEVA, bELENA NOTINA, cIRINA BYKOVA, Adult learning programs such as Te Ataarangi and Wananga dVALENTINA ULIUMDZHIEVA Reo (immersion courses for adults) were also developed throughout the country with the result that the older generation People’s Friendship University of Russia – RUDN University, of fluent speakers is indeed disappearing. Today the amount of 8/2 Miklukho-Maklaya Street, Moscow 117198, Russia spoken Maori varies around the country, with considerably more email: [email protected], being heard in the North Island than in the South Island. The [email protected], [email protected], language is kept in the public awareness through radio and [email protected] television programs, together with bilingual road signs and lexical items such as marae (a meeting place), hui (a meeting), The publication has been prepared with the support of the «RUDN University Program kaupapa (an agenda), powhiri (a welcome ceremony) borrowed 5-100». from Maori. Abstract: The aim of this article is to review the Maori research as the unique language One of the significant influences on the development of New and cultural identity of New Zealand. We have discovered that the most distinctive Zealand English has been contact with the Maori language and feature of New Zealand English as the national variety is the large number of Maori with Maori cultural traditions. This is reflected in the presence of words and phrases related to indigenous Maori cultural traditions, many of which have become part of general New Zealand culture, as well as to the flora and fauna of New a large number of Maori words in common use in New Zealand Zealand, along with place names. -
Alcohol Use and Tertiary Students in Aotearoa – New Zealand
Alcohol Use and Tertiary Students in Aotearoa – New Zealand ALAC Occasional Publication No. 21 June 2004 ISBN 0-478-11621-7 ISSN 1174-2801 Prepared for ALAC by David Towl, University of Otago ALCOHOL ADVISORY COUNCIL OF NEW ZEALAND Kaunihera Whakatupato Waipiro o Aotearoa P O Box 5023 Wellington New Zealand www.alac.org.nz and www.waipiro.org.nz CONTENTS Introduction.....................................................................................................1 Executive Summary........................................................................................2 Alcohol-Related Harm .................................................................................................... 2 Specific Evaluated Strategies......................................................................................... 2 The Way Forward........................................................................................................... 5 Tertiary Students and Alcohol ........................................................................6 New Zealand Studies ..................................................................................................... 6 Alcohol as Part of the Student Culture ........................................................................... 7 Alcohol-Related Harm Among Tertiary Students.......................................................... 10 Strategies to Reduce Alcohol-Related Harm Among Tertiary Students .......12 Controlling Alcohol Supply .......................................................................................... -
The Four Strands
C:/3B2WIN/temp files/illt039_S100.3d[x] Wednesday, 31st January 2007 19:39:24 The Four Strands Paul Nation Department of Linguistics, Victoria University of Wellington, Wellington, New Zealand The activities in a language course can be classified into the four strands of meaning- focused input, meaning-focused output, language-focused learning and fluency development. In a well designed course there should be an even balance of these strands with roughly equal amounts of time given to each strand. The research evidence for the strands draws on the input hypothesis and learning from extensive reading, the output hypothesis, research on form-focused instruction, and the development of speaking and reading fluency. The paper concludes with 10 princi- ples based largely on the four strands. The strands framework and the principles provide a basis for managing innovation in language courses. doi: 10.2167/illt039.0 Keywords: four strands, curriculum, input, output, fluency Innovation in language teaching needs to take account of research on language acquisition. One way of doing this is to make the innovation within a framework that fits with research findings. This paper describes a framework for looking at language courses to see if they provide an appropriate balance of opportunities for learning. The opportunities for learning language can be usefully divided into four strands: meaning-focused input, meaning-focused output, language-focused learning and fluency development. These are called strands because they can be seen as long continuous sets of learning conditions that run through the whole language course. Every activity in a language course fits into one of these strands. -
The Quality and Frequency of Encounters with Vocabulary in an English for Academic Purposes Programme
Reading in a Foreign Language April 2010, Volume 22, No. 1 ISSN 1539-0578 pp. 117–138 The quality and frequency of encounters with vocabulary in an English for Academic Purposes programme Angela Joe Victoria University of Wellington New Zealand Abstract This longitudinal case study tracks an adult second-language (L2) learner’s quality and quantity of encounters with 20 vocabulary items in an English for Academic Purposes course over 3 months. The learner completed pretest and posttest vocabulary knowledge interviews, submitted course materials and notes for analysis, and was observed during class lessons. The results show that frequency of encounters contributes more to vocabulary learning than contextual richness does. In addition, the case study data illustrate the highly incremental nature of L2 vocabulary acquisition in a naturalistic context. Keywords: longitudinal, case study, vocabulary frequency, vocabulary depth, contextual richness, generative processing A common concern among teachers and learners in intensive English for Academic Purposes (EAP) programmes is the extent to which previously learnt, known and new vocabulary items encountered in text are available for subsequent use in the immediate and longer term. Learners who are faced with reading and understanding academic texts are often frustrated by their inability to retrieve words or their meanings on demand. Given the incremental nature of vocabulary acquisition, longitudinal studies that track learners’ encounters with words in particular contexts can provide insights into precisely how learners approach vocabulary learning, both within and beyond language classes. They can also reveal the types of vocabulary encounters that are likely to contribute to long-term retrieval of word form and meaning and to productive use This case study illustrates the role of three contributing factors to vocabulary learning: quality of input, quality of output, and frequency of occurrences with target vocabulary items. -
An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. -
The University of Waikato, Hamilton, New Zealand Hamilton, of University the Waikato, to Study in 2011 Choosing Students – for Prospectus International
THE UNIVERSITY OF WAIKATO, HAMILTON, NEW ZEALAND HAMILTON, WAIKATO, THE UNIVERSITY OF The University of Waikato, Hamilton, New Zealand International Prospectus – For students choosing to study in 2011 INTERNATIONAL PROSPECTUS PROSPECTUS INTERNATIONAL THERE’S NO STOPPING YOU E KORE E TAEA TE AUKATI I A KOE For students choosing to study in 2011 students choosing For 2011 The University of Waikato Waikato International Private Bag 3105 Phone: +64 7 838 4439 Hamilton 3240 Fax: +64 7 838 4269 New Zealand Email: [email protected] Website: www.waikato.ac.nz Website: www.waikato.ac.nz/international ©The University of Waikato, June 2010. twitter.com/ StudyAbroad http:// _UOW Keep up-to-date up-to-date Keep latest news latest news and events with the with the Find us on uson Find facebook TTH FM Te Timatanga Hou Campus map College Hall TG TT TW TX TL TC TA Orchard Park 194H Te Kohanga Reo TSR Creche MS6 CRC Te Kura Kaupapa MS1 Maori o Toku ‘Station MS3 Mapihi Maurea Cafè’ MS5 B ELT MS4 Unisafe BX ‘Momento’ MS9 MSB UL3 MS8 Library Academy Bennetts Bookshop M 2 RB 1 NIWA Oranga Village Green LAW L TEAH A KP Landcare Student Research The Union SP Cowshed K Student SUB Village Rec S Centre FC1 SRC J Aquatic F G Research FC2 Centre I E CONF Chapel CHSS TRU Student LAIN R D Services Bryant EAS Hall LITB C ITS BL LSL GWSP Find us on iTunes U http://picasaweb. google.com/ Waikato. International 1 Contents 04 20 CHOOSE WAIKATO CHOOSE YOUR SUBJECT Welcome 4 Subjects 20 Why New Zealand? 6 Why Waikato? 8 Our beautiful campus – (65 hectares/160 acres) -
What Should Every ESL Teacher Know? What Should Every ESL Teacher Comparing the Features of ESL and EFL Teaching ESL and of Features the Comparing
Table of Contents Introduction ··································································································································· 6 Chapter 1 How Does ESL Diff er from EFL? ······································································ 7 - What Are the Important Features of ESL? ············································································· 8 Chapter 2 Needs Analysis and Environment Analysis and One-to-One Tutoring with Adult ESL Learners ································································· 12 - Needs Analysis ······························································································································· 13 - Environment Analysis ·················································································································· 13 - Needs and Environment Analysis in One-to-One Tutoring ············································ 15 - What Should You Learn from This Chapter? ········································································· 21 Chapter 3 Needs and Environment Analysis When Teaching Small Classes for Adults ···················································································································· 23 - Needs Analysis for Small Classes ····························································································· 23 - Environment Analysis for Small Classes ················································································ 29 - What Should You Learn