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AUTHOR NOTE AVAILABLE from EDRS PRICE DESCRIPTORS English and Other National Languages, and the Governmental and *************** DOCUMENT RESUME ED 228 890 FL 013 679 AUTHOR Clarke, Mark A. Ed.; Handscombe, Jean, Ed. TITLE On TESOL '82. Pacific Perspectives on Language Learning and Teaching. INSTITUTION Teachers of English to Speakers of Other Languages. PUB DATE 83 NOTE 326p.; For indivi'dual chapters and papers, see FL013 680-690, Fl 013 692, and ED 219 964. Selected papers presented at the Annual TESOL Conference (16th, Honolulu, HI, May 1-6, 1982). AVAILABLE FROM TESOL, 202 D.C. Transit Building, Georgetown University, Washington, DC 20057 ($11.50 non-members; $10 members). PUB TYPE Collected Works Conference Proceedings (021) Viewpoints (120) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Bilingualism; Classroom Techniques; Communicative Competence (Languages); Cultural Influences; Curriculum Design; Educational Policy; *English (Second Language); Instructional Materials; *Language Planning; Material Development; *Second Language Instruction; Student Characteristics; *Teaching Methods ABSTRACT A selection of the ideas presemted at the1982 TESOL convention is presented. The volume isdivided into four sections: (1) Policy and Planning,(2) Challenging Assumptions, (3) Conditions for Learning, and (4) In--or out of--theClassroom. PartI provides five perspectives on varieties of English, therelationship between English and other national languages, and thegOvernmental and institutional action required to implement languagepolicy. Part II is comprised of six papers that challenge basicassumptions held by language teachers and researchers, whileproviding other assumptions to be challenged in turn. The third partconsists of five papers that examine the nature of language learning,learners' characteristics, supportive environment, and differences betweenfirst and second language patterns of interaction. The finalsection contains 10 papers dealing with theorganization of the learning experience at the level of program/curriculum planning,classroom management, and materials development. (Author/AMH) *********************************************************************** * Reproductions supplied by EDRS are the best that canbe made from the original document. *********************************************************************** co co Cf C:) Ui ON TESOL '82 PACIFIC PERSPECTIVES ON LANGUAGE LEARNING ANDTEACHING Edited by Mark A. Clarke University of Colorado at Denver Jean Handscombe North York Board of Education Toronto U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL INMICROFICHE ONLY EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) K This document has been reproduced as received from the person or organization originating it. TEsoz_. Minor changes have been made to improve reproduction quality. _ . TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu- INFORMATION CENTER (ERIC)." ment do not necessarily represent official NIE position or policy. Teachers of English to Speakers of OtherLanguages Washington, D.C. Editorial Assistant: Joanne Longobardi University of Colorado at Denver Artwork: Calvin Fujioka PALM University of Hawaii at Manoa Typesetting and Printing: Pantagraph Printing Bloomington, Illinois Copies available from: TESOL 202 D.C. Transit Building Georgetown University Washington, D.C. 20057 Copyright © 1983 by the Teachers of English to Speakers of Other Languages Washington, D.C., U.S.A. All rights reserved. Printed in the United States of America Library of Congress Catalog Card No. 83-70526 ON TESOL '82 PACIFIC PERSPECTIVES ON LANGUAGE LEARNING AND TEACHING 0 Contents Introduction vii I. Policy and Planning Teachers of What? A Global Look at the 'E' of TESOL 1 Peter Strevens Pidgin English: Hawaii's Unique Resource 11 Richard R. Day National Language Polley in Nigeria: Implications for English Teaching 25 Ernest N. Emenyonu Bilingualism Without Tears Merrill SwIn Teacher Training in China: Problems and Perspectives 47 William Grabe and Denise Mahon II. Challenging Assumptions My View of Teaching Languages: A Way and Ways 63 Earl W. Stevick "I Got Religionn Evangelism in TEFL 77 Alan Maley Emphasizing Language: A Reply to Humanism, Neoaudiolingualism, and Notional-Functionalism Thomas Scovel Competence and Capacity in Language Learning 97 H.G. Widdowson Art and Science in Second Language Acquisition Research 107 John H. Schumann Commonsense in Oral Testing: Reliability, Validity and Affective Factors 125 Nic Underhill III. Conditions for Learning Exploring In and Through Language 143 Judith Lindfors The Language Learner as an Individual: Implications of Research on Individual Differences for the ESL Teacher 157 Lily Wong Fillmore Nutritional Needs of Language Learners 175 Jacquelyn Schachter A Question of Universality: Conversational Principles and Implication 191 Joanne Devine Native Speaker/Non-Native Speaker Conversation in the Second Language Classroom 207 Michael H. Long IV. In Or Out Of The Classroom Being There 229 Jean Johnston Chicken or Egg? Communicative Methodology or Communicative Syllabus Design 235 Janice Yalden The Communicative Classroom: Tasks, Materials,Methodology 243 Phyllis Vogel, Mary Lee Brassard, Susan Parks, Sandra Thibaudeau, Joanna White The Foreign Teaching Assistant and the Culture of the American University Class 253 Stephen A. Sadow and Monica A. Maxwell An Enrichment Model for Gifted/Talented ESLPupils 259 William A. Gray and Marilynne E. Gray English for Special Purposes in Adult ESL 273 Jo Ann Crandall and Allene Guss Grognet Cultural Differences in Communication Patterns: Classroom Adaptations and Translation Strategies 285 Cathie Jordan Background Knowledge: Context and Familiarity in Reading Comprehension 295 Patricia L. Carrell and Bill Wallace Verb Tense and ESL Composition: A Discourse Level Approach309 Virginia A. Chappel and Judith Rodby A Lexical Approach to Passive in ESL 321 Fred Marshal Introduction Each spring TESOL holds its annual convention. For an intense week three to five thousand indiviauals teachers, researchers, policy makers, administrators, linguists, sociologists, psychologists, anthropologists, test developers, authors, and publishers gather from around the world to exchange ideas On the learning and teaching of English to speakers of other languages. In 1982 the meeting place was Honolulu, Hawaii. Atmosphere is important when one is seeking personal and professional renewal,.and TESOL '82 will be remembered as a convention at which the atmosphere was 'a delight sun, sea, sand, a lush mountainbackdrop and perfect air conditioning provided by soft Pacific breezes, combined with a warm welcome from the island's residents,TESOLervand non-TESOLers alike. The week unfolded with a pleasantly shifting kaleidoscope of papers and demonstrations, sailing and swimming, workshops, colloquia and exhibits, parties and business meetings, jogging, birdwatching, sunbathing, island-hopping, and shop-talking. All TESOL conventions are remarkable for the diversity of interests reflected in the daily schedule, and TESOL '82 was no exception. Given the location, however, the challenges and achievements ofEnglish lan- guage teaching in the Pacific were highlighted "English for Pacific pur- poses" as One of our British colleagues was heard to remark when he learned of our program plans. This focus is reflected in this volume and accounts for its title. On TESOL '82: Pacific Perspectives on Language Learning and Teach- ing provides a selection of the ideas presented at the gathering.The wide ranging topics have been grouped into four sections, each reflecting a major area of current interest. Part one, Policy and Planning,provides five perspectives on issues such as the variety of English most appropriately taught in particular settings, the relationship between English and other national languages, and the governmental and institutional action required to implement language policy. The second section,Challenging Assump- tions, is comprised of six papers which do just that:challenge basic vii asu ii mtirms--which-are -held -by ianguageteachers- and researcherswhile-t- the same time providing assumptions of their own for professionals to chal- lenge. Conditions for Learning consists of five papers which examine the nature of language learning, characteristics of different language learners, supportive environment for language development and the differences which exist between first and second language patterns of interaction. /n or. Out of the Classroom completes the selection with ten papers which deal with the major preoccupations of most of us involved in TESOL, that is, the organization of the learning experience, whether at the level of program/curriculum planning, of classroom management, or of terials deN elopment. This collection cannot, of course, recreate the atmosphere referred to above. Perhaps, however, it will serve other purposes. For those who attended the convention, it may provide at least a partial answer to Miss Bates' query, which prefaced the abstracts in the TESOL '82 Convention Program, "How shall we ever recollIct half the diShes for grandmama?" (Jane Austen, Emma). And, for those who did not attend, it offers, what we hope is a fair sampling of TESOL '82. Maholo, Hawaii.- Mark A. Clarke 4 jean Handscombe Denver and Toronto December 1982 viii I.PALICY AND PLANNING Teachers ofWhat? A Global Look at the 'E' of TESOL Peter Strevens Bell Educational Trust Cambridge The particular area of interest addressed in this paper concerns not teaching, not learning, not theory,
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