QUARTERLY

Founded 1966 CONTENTS

ARTICLES

TESOL’s 40th Anniversary Issue

TESOL at Forty: What Are the Issues? 9 A. Suresh Canagarajah

Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds? 35 Jane Zuengler and Elizabeth R. Miller

TESOL Methods: Changing Tracks, Challenging Trends 59 B. Kumaravadivelu

Current Issues in the Teaching of Grammar: An SLA Perspective 83 Rod Ellis

Current Perspectives on Teaching the Four Skills 109 Eli Hinkel

English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life 133 Diane D. Belcher

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Current Perspectives on Teaching World Englishes and English as a Lingua Franca 157 Jennifer Jenkins

Perspectives on Technology in Learning and Teaching Languages 183 Richard Kern

Expanding Horizons and Unresolved Conundrums: Language Testing and Assessment 211 Constant Leung and Jo Lewkowicz

The Sociocultural Turn and Its Challenges for Second Language Teacher Education 235 Karen E. Johnson

Information for Contributors 259

REVIEWS iii QUARTERLY Volume 40, Number 1 ᮀ March 2006

A Journal for Teachers of English to Speakers of Other Languages Founded 1966 and of Standard English as a Second Dialect Editor A. SURESH CANAGARAJAH, Baruch College, City University of New York Assistant Editor CRAIG A. TRIPLETT, TESOL Central Office Assistant to the Editor SARAH M. NAKAMARU, New York University Editorial Advisory Board Sarah Benesch, David Luna, College of Staten Island, Baruch College, City University City University of New York of New York Grace Bunyi, , Kenyatta University University of New Hampshire Maria Angeles Clemente, Anna Mauranen, Universidad Autonóma “Benito Juárez” University of Helsinki de Oaxaca Shondel J. Nero, , St. John’s University University of Toronto Lucy Pickering, Pauline Gibbons, Georgia State University University of Technology, Sydney , Greta Gorsuch, Michigan State University Texas Tech University Peter Robinson, Constant Leung, Aoyama Gakuin University Kings College London , Jo A. Lewkowicz, University of Nottingham University of Hong Kong Ali Shehadeh, Patsy Lightbown, King Saud University Harwich, MA Mack Shelley, Angel Lin, Iowa State University City University of Hong Kong Bryan Smith, Dilin Liu, Arizona State University East Oklahoma City University Elaine Tarone, University of Minnesota Additional Readers David Block; Carol Chapelle; Margaret Hawkins; Adrian Holliday; Bill Johnston; Anthony Kunnan; Eva Lam; Peter Lowenberg; Aya Matsuda; Brian Paltridge; Sandra Savignon; Barbara Seidlhofer; Steven Thorne; Mark Warschauer; Jessica Williams Credits Advertising arranged by Amanda Van Staalduinen, TESOL Central Office, Alexandria, Virginia U.S.A. Typesetting by Capitol Communication Systems, Inc., Crofton, Maryland U.S.A. Printing and binding by Pantagraph Printing, Bloomington, Illinois U.S.A. Copies of articles that appear in the TESOL Quarterly are available through ISI Document Solution, 3501 Market Street, Philadelphia, Pennsylvania 19104 U.S.A. Copyright © 2006 Teachers of English to Speakers of Other Languages, Inc. US ISSN 0039-8322 (print), ISSN 1545-7249 (online)

REVIEWS i is an international professional organization for those concerned with the teaching of English as a second or foreign language and of standard English as a second dialect. TESOL’s mission is to ensure excellence in English language teaching to speakers of other languages. TESOL encourages professionalism in ; individual language rights; accessible, high quality education; collaboration in a global community; and interac- tion of research and reflective practice for educational improvement. Information about membership and other TESOL services is available from TESOL Central Office at the address below. TESOL Quarterly is published in March, June, September, and December. Contributions should be sent to the Editor or the appropriate Section Editors at the addresses listed in the Information for Contributors section. Publishers’ representative is Cindy Flynn, Director of Communications and Marketing. All material in TESOL Quarterly is copyrighted. Copying without the permission of TESOL, beyond the exemptions specified by law, is an infringement involving liability for damages. Reader Response You can respond to the ideas expressed in TESOL Quarterly by writing directly to editors and staff at [email protected]. This will be a read-only service, but your opinions and ideas will be read regularly. You may comment on the topics raised in The Forum on an interactive bulletin board at http://communities.tesol.org/ϳtq.

TESOL Home Page You can find out more about TESOL services and publications by accessing the TESOL home page on the World Wide Web at http://www.tesol.org/.

Advertising in all TESOL publications is arranged by Amanda Van Staalduinen, TESOL Central Office, 700 South Washington Street, Suite 200, Alexandria, Virginia 22314 USA, Tel. 703-836-0774. Fax 703-836-7864. E-mail [email protected]. OFFICERS AND BOARD OF DIRECTORS 2006–2007 President Brock Brady Suchada Nimmannit JUN LIU American University Chulalangkorn University University of Arizona Washington, DC USA Language Institute Tucson, AZ USA Christine Coombe Bangkok, Thailand Dubai Men’s College 2007 Convention Program Chair President-Elect Dubai, United Arab Emirates Suzanne Panferov SANDY BRIGGS University of Arizona Educational Consultant Lynne Díaz-Rico Tucson, AZ USA San Francisco, CA USA California State University San Bernardino, CA USA John Schmidt Past President Liz England Texas International ELLIOT L. JUDD Hong Kong Institute of Education Consortium University of Illinois Education Austin, TX USA at Chicago Hong Kong SAR, China Jim Stack Chicago, IL USA Lía D. Kamhi-Stein San Francisco Unified School District California State University Treasurer San Francisco, CA USA Los Angeles, CA USA MARTHA EDMONDSON Stephen Stoynoff Washington, DC USA Joyce Kling Minnesota State University Copenhagen Business School Mankato, MN USA Frederiksberg, Denmark Gabriel Díaz Maggioli Executive Director/Secretary The British Schools CHARLES S. Montevideo, Uruguay AMOROSINO, JR. Penny McKay Alexandria, VA USA Queensland University of Technology Brisbane, Queensland iv Australia TESOL QUARTERLY QUARTERLY

Founded 1966

In This Issue

■ When TESOL invited me to consider publishing a special issue to mark the organization’s 40th anniversary, it seemed presumptuous to propose a state of the art edition. It was just 15 years back that we had published the first (and only) issue to celebrate the accumulated wisdom in our field. However, our professional clock has not been running its normal course. It has been running hurriedly, at times chaotically, these past few years. Fundamental changes have occurred in the way we perceive and practice our profession. More than our scholarly ingenuity, it is the radical transfor- mations in the social and cultural milieu that have facilitated these changes. It is prudent, therefore, to take stock of recent developments. Just planning this issue conveyed to me the radical nature of the changes that have taken place in the profession. We couldn’t model this issue on the template of the 25th anniversary edition. Some topics are simply new. Digital communication and World Englishes have risen to prominence after the 1991 issue, affecting almost all the other domains of language teaching. Certain other topics have to be framed differently. It seems unwise to discuss the four skills in separate articles when the field widely accepts that they are interconnected, with pedagogies and curricula being developed to teach them together. Second language acquisition cannot be discussed separately from language socialization when psycholinguists and sociolinguists lay equal claim to the territory. The review of methods cannot feature the latest fad but must discuss the end of methods as we know them. Our colleagues are exploring how to proceed when there is widespread agreement that the search for the best method is futile. Other well-entrenched domains like testing, teacher education, and English for specific purposes show the deep influence of ethics, power, and subjectivity—concerns that were peripheral (at best) 15 years back. Although the movement that initiated these concerns—critical pedagogy—qualifies as a new topic worthy of a separate article, the contributions to this issue show that during the past 15 years it has influenced the profession so deeply that it informs almost every domain of teaching. Eventually, a separate article for critical pedagogy will seem redundant.

INTESOL THIS QUARTERLY ISSUE Vol. 40, No. 1, March 2006 5 This issue is made up of articles solicited from distinguished scholars and some that came through the regular submission process. Because of space constraints, the articles focus specifically on the developments of the past 15 years (since the last state of the art issue was published). Readers will see a very diverse group of scholars contemplating on the field as they know it. In addition to those in the United States, scholars located in New Zealand, Armenia, and the United Kingdom and with South Asian, East Asian, and Russian backgrounds contribute to this issue. Though this issue does not represent the full diversity of our profession, the broadened authorship is a reminder of the changes in TESOL’s composition. It is time our slogan in the silver jubilee issues, “25 Years as an International Family,” started bearing fruits for our pedagogical and scholarly mission. I am thankful to our authors and referees for their willingness to work diligently within a short duration of time to bring out this issue. However diverse the authorship and comprehensive the coverage, it will be impossible to capture the state of TESOL with any completeness or consensus. This issue represents only one reading of the profession. The state of our art will be understood differently by different colleagues. The purpose of this issue is not to make a final statement on our professional knowledge but to open it up for scrutiny. In the coming days, we expect discussion and debate on the trends identified here—as the 25th year issue did before. Because the pages of the journal are not sufficient for this purpose or congenial for a protracted exchange of ideas, we invite readers with shorter responses to use the TQ Online Forum (http://communities .tesol.org/~tq). Suresh Canagarajah Editor

6 TESOL QUARTERLY TESOL Quarterly In Press, June 2006

The June issue will contain articles focusing on the role of vocabulary in language pedagogy.

THE EFFECT OF TYPE OF WRITTEN EXERCISE ON L2 VOCABULARY RETENTION Keith Folse, University of Central Florida

FROM RECEPTIVE TO PRODUCTIVE: IMPROVING ESL LEARNERS? USE OF VOCABULARY IN A POST-READING COMPOSITION TASK Siok Lee, Burnaby School District #41 and Simon Fraser University James Muncie, University of Evora

NATIVE SPEAKERS OF ARABIC AND ESL TEXTS: EVIDENCE FOR THE TRANSFER OF WRITTEN WORD IDENTIFICATION PROCESSES Rachel Hayes-Harb, University of Utah

EFFECTS OF INPUT ELABORATION ON VOCABULARY ACQUISITION THROUGH READING BY KOREAN LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE Youngkyu Kim, Ewha Womans University

THE EFFECTS OF LISTENING SUPPORT ON LISTENING COMPREHENSION FOR EFL LEARNERS Anna Ching-Shyang Chang, Hsing-Wu College John Read, Victoria University of Wellington

THE ENGLISH DEVELOPMENTAL CONTRASTIVE SPELLING TEST: A TOOL FOR INVESTIGATING SPANISH INFLUENCE ON ENGLISH SPELLING DEVELOPMENT Elizabeth R. Howard, Center for Igone Arteagoitia, Center for Applied Linguistics Mohammed Louguit, Center for Applied Linguistics Valerie Malabonga, Center for Applied Linguistics Dorry M. Kenyon, Center for Applied Linguistics 8 TESOL QUARTERLY TESOL at Forty: What Are the Issues?

A. SURESH CANAGARAJAH Baruch College and Graduate Center, City University of New York New York, New York, United States

This overview delineates the direction of pedagogical developments since the 25th anniversary issue of TESOL Quarterly. Three tendencies characterize our professional practice: (a) a continuation along the earlier lines of progression (i.e., in opening up the classroom to learning opportunities, integrating skills, and teaching for specific purposes); (b) a radical reorientation along new paradigms (i.e., in understanding motivation and acquisition in terms of social participa- tion and identity construction; in developing methods from the ground up, based on generative heuristics; in widening testing to include formative assessment; in accommodating subjective knowledge and experience in teacher expertise); (c) unresolved debates and questions about the direction in certain domains (i.e., when and how to teach grammar; whether to adopt cognitivist or social orientations in SLA, testing, and teacher education). Our professional knowledge gets further muddled by the new movements of globalization, digital com- munication, and World Englishes, which pose fresh questions that are yet to be addressed. However, grappling with these concerns has engendered realizations on the need for local situatedness, global inclusiveness, and disciplinary collaboration that are of more lasting value.

e live in an age when metanarratives or grand theories that attempt Wto provide unifying and totalizing explanations for social and intellectual developments are viewed with suspicion. In this context, publishing a state of the art issue on TESOL requires caution. Such an issue is not only about where we are now but how we got here. In other words, this issue is an attempt to understand the current state of the profession in the light of its history. However, histories are always partial and partisan because they involve the adoption of a particular narrative viewpoint. It is not just that any description of the state of the art is informed by the describer’s perspective; many would go further to question the effects and intentions behind such descriptions. For the state of the art serves to define what is legitimate knowledge in the field. That is to say, the description will become the new orthodoxy. Therefore,

TESOL QUARTERLY Vol. 40, No. 1, March 2006 9 the histories we narrate not only reflect but shape history. Such aware- ness makes writing the state of the art a controversial and contested activity. If histories are actually stories (from specific locations and locutors), let us acknowledge up front that there are multiple stories of TESOL. I will tell the TESOL story differently if I am narrating it from my postcolonial setting in rural Jaffna, Sri Lanka, where I learned ESL and taught for a while, or if I narrate it from my current setting in the postmodern metropolis of New York City, where I teach transnational multilingual students. The plural stories of TESOL are already colliding in the publications in our field. For example, compare Howatt’s (2004) self-assured History of English Language Teaching, which traces the progress in constructing efficient methods and materials as ELT marched on from medieval England to become an autonomous discipline, with Spack’s (2002) painful America’s Second Tongue, which narrates the imposition of English on Native American children—both insightfully reviewed from another location (Oaxaca, Mexico) by Angeles Clemente (2005) in the pages of this journal. We must also be careful not to give the impression that TESOL is only 40 years old. While Howatt’s book starts in 1400, Spack starts in 1860 (for the convenience of studying recorded history, although the history of the particular language teaching enterprise she investigates goes further back). Even rural Jaffna has a history of TESOL from at least 1780. Therefore, we mustn’t encourage the confusion of the name of our organization for the name of our field. Even within this circumscribed scope—the 40-year story of TESOL the organization—it is difficult to represent the state of the art with any completeness. The telling of a story (or even a history) brings with it its own genre conventions, which shape time and space in different ways. The story has to develop in a particular direction, bring out certain themes, employ dominant metaphors, and manifest specific organizing principles. For example, let us consider in some detail the dominant metaphors that organize the story in the 25th anniversary issues (Silberstein, 1991b): growth, solution, and stability. Regarding, first, the metaphor of growth, Silberstein (1991a) de- scribes all the articles in her editor’s note: “Taken together these comprise a portrait of our profession as it enters its institutional and intellectual maturity” (p. 229). Larsen-Freeman (1991) takes this meta- phor to great lengths in her comprehensive treatment of SLA research. After reminding readers how she had referred to “the field of SLA in transition from infancy to adolescence” in a 1980 publication, and later as having “arrived at older adolescence . . . while still enjoying the vigor of youth” in 1985, Larsen-Freeman states: “If I may be permitted to extend the analogy once again, I would have to say that developmentally SLA has entered young adulthood” (p. 338).

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