DOCUMENT RESUME ED 187 115 FL 011 267 AUTHoR browz, h. Doug..s, sd.: And Others TITLE an T.c.:SOL '77:i.:eachnng and Learning English Asa Second Language: Trends in Researchand Practice. INSTITUTION Teachers on Englishto Speakers of Other Languages. PUB DATE 77 NOTE Sesented eapers from the TESOL Annual Convention (litn, Miami, FL, April26-May 1, 1977). AVAILABLE FROM TESOL, 2J4 S.C. Transit building,Georgetown 0nnversity, wash:J.(3ton, DC 20057($10.00). EDRS PRICE ME01 Pius Lastage. PC Not Availablefrom SCRS. DESs:RIPTORS *bilinguas Education: Black Students:Communicative Sompetence (Languages); Curriculum Design:Discourse Analysis; Slementary SecondaryEducation: *English (Second Language); Higher Education:Immersion Programs; Interdisciplinary Approach;Language Laboratories; *Language Research:Language Universals: Listening Skills; MaterialDevelopmeat; Reading Processes; Reading Skills;*Second Language 'instruction; *Second Language Learning:Spanish: Tagmemic Anslysis: *reachingMethods: Teotang: Writing Skills ABSTRACT A selection of 47 papers presentedat the 1977 TESOL convention is presen.ted. Partone contains the tour plenary-session papers which present: a comprehensive viewof the teaching-learning process and'related interdisciplinary research:the scope of research on language teaching; some of the largerissues it bilingual education; and a perspectiveon sociocultural variables in the education of blacK children.Part two, on the theory and practiceof teaching, contains enght articleson classroom teaching procedures. Topics concern: a rationale tor classroom grammatical explanations, a systematic outline of articleusage nn English, listening skills, tagmemic theory applied to teaching speakingskills, creative materials development for the languagelaboratory, reading skills and understanding the readingprocess. Part three presents nine articles on recent trends insecnnd language acquisitionresearch. Topics include; aa overview ofrecent trends and models, universal processes and second language data, discourseanalyis and Englishas a Second Language, .communicanive strategies,and a Spanish immersion program. Part tour includes six paperson organizing and evaluating teaching and searning. (Sw) ***************************************************************s****** Reproductions sepp-ned ny are the best that can be maae from the oniginal document. ****A*****************************************************************# 14.1A riTeaching and LearningEnglish h- CDr as a Second Language: r-4Trends in Researchand Practice C311 La Edited by H. Douglas Brown Carlos Alfredo Yorio Ruth H. Crymes -PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY S DEPARTMENT OF HEALTH EDUCATION &INELFRE HAS BEEN GRANTED BY NATIONAL INSTITUTE OF - I _1 EDUCATION ,s1CA111,,,, s (sUr LIME tsiTHAS BEEN REPRO- :, E D *At k AS RECE IVED FROM .4lP1 PSON Oft OPGAMI7AT IONORIGIN- A. (. PI,"47, 0; OE VV 04 OPINIONS `A F Cbc, MOT NE E REPRE^ TO THE EDUCATIOMAL RESOURCES c AL HAT.ONAL INSTrTLITE OF INFORMATION CENTER (ERIC, T,.n, gi),..0 'ON DI POL iCY ON TESOL 977 Selected papers from the Eleventh AnnualConvention of Teachers of English to Speakers of OtherLanguages Miami, Florida April 26May 1, 1977 Teachers of English to Speakers of Other Languages Washington, D.C. Copyright e. 1477 hy the Teachers of Enghsh to Spval- ot Other Languages Waslangton, I 7.,U.S.A. All right% reser% ed. Printed in t:.U.,ted States of America 1.thrary of Congrf. Ca,.I No. 77-99212 Copies available from: TESOL 455 Nevi's Building Washington, D.C. 20037 Preface The 1977 TESOL Convention, heldin Miami, Florida, April 26 to May 1, marked the beg(ming of the sectmddecade for TESOL,an organization which now encompasses a host of professional interestsand activities.related to teach- ing and learning Englishas a second language. One of the key emphases which convention chairwomanJoan Morley highlighted for theMia ni conven- tion was 'balance of rommtmication"within interestareas, across interest areas, and outside specific TESOL interestareasan appropriate emphasis at a time when TESOL finds itselfso rich in its diversity. Yet there isa centrality of purpose in all the interestareas:to. seek answers to the question of how persons learn English as a second language andhow teachers might_ betteren- able learners to meet their goals. The present volume,a selection of papers presented at the 1977 TESOL Convention, attempts to capture boththe unity and diversity of theconvention. The unity of thepapers in the volume is capsulized in the title whichwe have chosen: Teaching and LearningEnglish as a Secend Language:Trends in Research and Practice.Each paper focuseson either the teaching process or the learningprocess, and often both. An innovative note is struckin each paper, as indicated by the word "trends" in the title.And almost everypaper is prac- tically oriented with solidgrounding in research. The diversity of the TESOLorganization is also reflected in thepresent volume. Topicsnm a wide gamut of subject matter interest: generalstate of the art papers, curriculum and;nurse planning, teaching techniques, theory applied to practice, testing,understanding and teaching several skillareas, and research on linguistic. communicative,and affective factors in second language acquisition. In selecting artides for the volume,the editors have tried to reflect thein- novative 'flavor of research and practicein the profession. A number of the papers, especially the researdi papers in Part 3,present new concepts in early stages of germination. Otherpapers add a new perspective, a new focus, ora new understanding to ctmceptsor terms which have become quite familiar. The 27 papers included herewere sdected front some 85 papers submitted to us. Evt'n mow paperswere presented at the convention but for various reasons were not submitted for publicatimi. Of those thatwere submitted, a number of papers. by mutt.alagreement of the editors, were selected forpos- sible inclusion in the TESOL Qtwrterlyor some other TESOL publication. So, the present 27papers are a small fraction of the papers presentedat the con- vention: nevertheless,we fed that this select:on is representative and indicative of the subjeet matter of the 1977TESOL Convention. Since all of theconvention lii papers were orally presented. many ol the papers printed herepreserve the in- formal st> le of the oral presentations. Part I. Kev net:-i. contains the four pknarvsessionpapers which were sub- mitted to the editorsIt wits our decision to punt all of these specially invited papers in one sectinn. All font paiwrs tatw a somewhat broad oveiview ofa particular topic.Pit Cordrr gives us a comprehensive view of the teaching- karning process with ,in implicit linkto related interdisciplinary research. Rich- ard Tucker refers Wore explicitls toa tremendous scope of research in directMg his comments to the question:can language be taught?llernaii LaFontaine speaks to some of the larger issues in bilingualeducation and Donald Henderson provides a militia. perspectieon sociocultural variables in the education of bh..ck children. Part 2. Teaching. Theory and Practike, consists of eight :Wickson class- room teaching procedt tres. all c:. efullv based on linguistic and psychological research. Tlw subject matterismit comprehensive, but is a representative sample of important topics in theory andpractice:a rationale for classroom grammatical explanations ( Patricia Furey t.a systematic outline of article usage in English (William Acton 1.listening skills( Anna Uhl Chamot ). tagmemic theory applied to teaching sjwaking skills( William Crawford and Beverly Fried ), creatix e, inatei ials development for thelanguage laboratory (Wu Yi So and Doris Scarlett 1. and thre articles relatingto reading skills and under- standing the readingproces.i( Pat Bigg, John Schafer. and Mark Clarke and Linda Burden Part 1.. Learning:Researeh in Second Language Acluisitiim.presents nine articles cm recent trends and experinwntal studies insecond language acquisition research. The past five or sixyears has seen a mnshrooming of interest and inquiry into the acquisition process. Thepapers in this section are representa- tive of practical research whic!I has direct rely\ance to teaching: an overview of recent trends and modds (Stephen KraNhen), universalprocesses and second language data( ( eorgette lolly and Anna Kruso ), two articles on diseomse analysis and ESL ( Diane Larsen-Vreeman and Sue Vander Brook,Karen Schlue, and Chez-R. Campbell )two studies of comnninication and communicative strategies( Elaine Tarone and Stephen Gaies )sonic data from childreu in a Spanish Muni rsion curriculum (Sandra Hann). the stu(ly of affective variables, in this case. sdiesteem( Adelaide Heyde )and 3nother affectively oriented article, anitrospectice. longitudinal study of language acquisition( Francine Sdiurnami and Jolni Schumaim Part .1, Organizing and Evaluating Teaching and Learning, cianhines aspects ot both teaching aml learning thnhigh 5:nditi epicsas developing curricula, understanding classroom processes, and testing and evaluating language corn- petence. The six papers particularly examine: currienhan and syllabusorgan- ization (14ernael Mohrm and William Rutherford ), anew definition of some iv misunderstood terms in teaching Itaitemg ( Peter Strevens. a new perspective on how teachers can gis e feedback to classroomlearners ( Michael Long),pro- ficiency testing( Donahl Bowen). and the always difficulttask of assessing writing proficiency( Karen Niullen In the making of this