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The Asian EFL Journal Quarterly September 2005 Volume 7 Issue 3 The Asian EFL Journal Quarterly September 2005 Volume 7 Issue 3. Editors: Robertson, P., Dash, P., Jung, J. 2 The Asian EFL Journal. September 2005. Volume 7 Issue 3 Published by the Asian EFL Journal Press Asian EFL Journal Press A Division of Time Taylor International Ltd Trustnet Chambers P.O. Box 3444 Road Town, Tortola British Virgin Islands http://www.asian-efl-journal.com © Asian EFL Journal Press 2005 This Ebook is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Asian EFL Journal Press. No unauthorized photocopying All rights reserved. No part of this Ebook may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal. [email protected] Eds: Robertson, P., Dash, P., Jung, J. ISSN. 1738-1460 3 The Asian EFL Journal. September 2005. Volume 7 Issue 3 Contents: Forward: By Dr. Roger Nunn, Senior Associate Editor 4 – 4 Essay: Nunan. D. Important Tasks of English Education: Asia-wide and Beyond 5 - 8 1. Rod Ellis. Principles of Instructed Language Learning 9 - 24 2. Marc Helgesen. Extensive Reading Reports – Different intelligences, Different levels of processing 25 – 33 3. Phan Le Ha. Toward a critical notion of appropriation of English as an international language 34 - 46 4. Paul Nation. Teaching Vocabulary 47 - 54 5. Ahmet Car. The “Communicative Competence” Controversy 55 - 60 6. Roger Nunn. Competence and Teaching English as an International Language 61 - 74 7. Alex Poole. Focus on Form Construction 75 - 87 8. Anson Yang, Alex Chan, Lik-ko Ho, Bonnie Tam. Does an Open Forum Promote Learning Among Students? A Collaborative-Learning Approach 88 - 97 9. Ali S.M. Al-Issa. An Ideological Discussion of the Impact of the NNESTs’ English Language Knowledge on ESL Policy Implementation. ‘A Special Reference to the Omani Context.’ 98 – 112 10. Esmat Babaii & Hasan Ansary. On the Effect of Disciplinary Variation on Transitivity: The Case of Academic Book Reviews 113 - 126 11. Pham Phu Quynh Na. Errors on the Translation of Topic Comment Structures of Vietnamese into English 127 - 159 4 The Asian EFL Journal. September 2005. Volume 7 Issue 3 Forward Welcome to the September Issue of the Asian EFL Journal. This edition reflects our eclectic editorial policy in that it covers a wide range of topics and writing styles spanning many geographical areas within and beyond Asia. Our journal attempts to attract papers by leading international specialists and by authors writing for the first time in an international academic journal. Some papers are of a practical nature and others are examples of academic scholarship reporting research that is less immediately applicable to the classroom, but which sheds light on areas that are relevant to language acquisition or materials and curriculum planning. Others are designed to stimulate debate on current topics of interest to the profession such as competence in teaching English as an International language and form-focused instruction. We are delighted to be able present the written version of Rod Ellis’s keynote address at the inaugural Asian EFL conference in Pusan earlier this year. In his contribution, he suggests that “If SLA is to offer teachers guidance, there is a need to bite the bullet and proffer advice, so long as this advice does not masquerade as prescriptions or proscriptions.” It is interesting to see such a prominent SLA specialist commit himself to ten principles and to express them so clearly and concisely. His paper not only provides a concise overview of the field, but also challenges teachers and educational planners alike to consider the implications of SLA research. Mark Helgesen challenges us to consider the idea of input raised by Ellis, in a very practical way, arguing persuasively in favour of extensive reading programmes, and Alex Poole raises the important issue of the precise nature of the benefits of form-focused instruction, suggesting that students, at least in his context, attend to lexical rather than grammatical cues. We are also fortunate to have a practical piece by an acknowledged international specialist on teaching vocabulary, Paul Nation. Helping to edit this journal requires many hours at the computer, often in one enclosed location, but fortunately provides the vicarious pleasure of online travel to our expanded and overworked editorial team of volunteers. We have discovered with Yang et al. the value of collaborative e-learning in a Hong Kong middle school. Ali Al-Issa’s piece from Oman is a refreshing example of a more narrative style of writing, while Esmat Babaii and Hasan Ansary from Iran provide us with an example of meticulous and detailed scholarship in the systemic linguistic tradition. From Vietnam, Na Pham leads us skillfully into the intricacies of topic-comment structures in Vietnamese illustrating the difficulties of translating these into subject-predicate structures in English, whereas Phan Le Ha challenges us to consider the complex issues surrounding the characterization of English as an International English. Ahmet Acar from Turkey revisits the linguistic/ communicative competence controversy and my own piece is designed to present a challenge to future Asian EFL authors by raising the issue of competence in relation to English learnt as an international language. We would welcome contributions on this topic for future issues and would also like to develop our teaching section. Papers that have direct classroom relevance, descriptions of classroom approaches and rationales of curriculum and materials design would be most welcome. Dr. Roger Nunn, Senior Associate Editor 5 The Asian EFL Journal. September 2005. Volume 7 Issue 3 Important Tasks of English Education: Asia-wide and Beyond David Nunan Hong Kong University We need to look deeply at times into the specific needs of learners in Asia and the Pacific region who we cannot forget are still very much living in local contexts -not only an evidently increasingly global one. That being said, there is much to learn from these studies that can be borrowed and lent across a number of frontiers. Further, it is evident that we must not exclude research into second language learning because of it its geographical or cultural source. That has to underlay an important part of the integrity of research and this book is very much devoted to that principle. One approach, that does seem to meet a wide range of cross-regional needs and to which a number of the authors deal with directly or indirectly is one to which I have continuously been drawing attention and analysis for more than two decades. It is that of task based learning. Interestingly, its popularity is accelerating in East Asia as well as elsewhere. A demonstration of this is the fact that I was asked by the Chinese Government to prepare a new task based publication for the English curriculum. China represents, as Li (2004) states in his included work, the world's largest source of English learners, let alone the largest segment of EFL learners anywhere in the world. India with its huge population and apparent new boom for English learning as mentioned by Gupta (2005) is also a large beacon of English learning. Just these two countries alone and their appetites for English education give us a new sense of the increased diversity of language ownership; something Phan Le Ha (2005) touches on in her article on the internationalization of the language and non-natives increasing critical role in teaching, development and learning. It signals the reality that those learning English will be significantly centered around or originating from Asia. Therefore educators need evermore to recognize the importance and distinctive context based needs of those requiring education in English outside the traditional native speaker contexts. This is not inherently contradictory with those with persistent arguments that many general principles of acquisition should be understood and appropriately applied by educators within their distinctive classroom settings and communities. In keeping with such thoughts, I believe it can be reasonably well argued that the task based teaching as I have largely described in various publications -more recently, "An introduction to Task Based Teaching", 2004, Cambridge University Press- does provide a flexible, functionally compatible and contextually sensitive approach for many learners, as well as teachers. There may not be a magic approach anywhere for this region or others, but let us look at some of the attractive features of task based learning. It offers the potential for the following: 6 The Asian EFL Journal. September 2005. Volume 7 Issue 3 1. A replacement to or a supportive infusion of more student centered learning to certain single approach based syllabi. 2. Utilizing more authentic experiences and materials as well as principles of constructivism compared to top down teaching. 3. More of a sense of personal and active accomplishment including developing a greater sense of language ownership. 4. Increased student participation when task teaching is well planned and implemented sensitive to learners' learning styles, learning and communicative strategies, personalities, multiple intelligences and the overall local contexts, for example. 5. Making specific lesson goals more evident through movement towards and/or success of task completion. 6. Important and ongoing assessment and "washback" to both teacher and learner. Tasks, well chosen and developed which are centered around relevant acquisition principles, as well as sensitive to context have also the potential to lessen the need for test cramming and excessive reliance on a result/test based oriented syllabi. Cramming, described by Poole (2003) in the Asian EFL Journal amongst others as part of an "Exam Hell” represents a significant phenomenon in a large part of Asia.
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