Process and Experience in the Language Classroom (Applied Linguistics and Language Study Series)

Nunan, David; Legutke, Michael; Thomas, H. Laverne

doi:10.2307/3587179

Cited by 3 publications

(2 citation statements)

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“…This only shows that students have more exposure to listening activities. Nunan (1998) emphasized that listening involves an active process of deciphering and constructing meaning from both verbal and non-verbal messages. Listening considered as a passive skill is a misinterpretation that may be connected to the process on how it is being assessed.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

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2023

EJELLS

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Grammatical competence is very important to tertiary students because this is needed in constructing reports or other important requirements. Grammatical competence is the ability to judge the appropriateness and correctness of a statement with definite reference to grammatical rules. This study aimed to identify the impact of grammar competence to the proficiency of students in listening and speaking. This study used the descriptive correlation research design to establish the relationship of the students' grammatical competence to their listening and speaking skills. Pearson's correlation coefficient (r) was used to measure the strength of relationship between the two variables-grammatical competence, and listening and speaking skills. Based on the results of the study, grammatical competence has no significant relationship to speaking and listening performance of students. The result shows that students who have low grammatical competence can still achieve average or even high performance in speaking and listening courses. grammatical competence is not a valid indicator of listening and speaking proficiency.

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Section: Review Of the Related Literaturementioning

confidence: 99%

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2023

EJELLS

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“…Legutke and Thomas (1991) argue that the structuring of learning is the responsibility of the teacher who does it by means of communicative tasks. Nunan (1992), in his review of the book by Legutke and Thomas, comments that one of the dangers of task-based learning is that the curriculum can become a collection of disconnected classroom activities. In this book, the authors show how the potential for lack of coherence can be avoided by integrating tasks through projects.…”

Section: The Formulation Of How a Search May Proceedmentioning

confidence: 99%

Investigative Research: How It Changes Learner Status

Kenny

1993

TESOL Quarterly

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What matters about an educational activity is how learners respond to it. This involves questions of “authenticity” (Widdowson, 1981) and of meaning, especially “meaning which is one's own” (Prabhu, 1987). If a learner responds as a pupil, not showing much personal interest, I call this an exercise. If a learner responds in a creative way, with spontaneity and independence, I call this a piece of work. Work authored by the learners themselves is authentic in a way that assignments provided by a teacher or materials designer are unlikely to be. This is significant for notions of learner autonomy which is partly a matter of learners having an opportunity to define their own meanings and develop them. Investigative research facilitates learners pursuing their own interests and meanings, and releases them from the need to behave as pupils. The change of status is emancipating and is a way of engaging learner autonomy.

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Learning English in Tourism and Hospitality Internships Overseas: Reflections from Six Taiwanese College Students

Lin¹,

Tseng²

2020

IJEL

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The purpose of this study was to examine the overseas internship experiences and determine whether they helped to enhance the intended English learning outcomes for students who will be working in the service industry. Seventeen entries of reflective journals written by six students who interned overseas were analyzed. The participants reported their frustrations in language learning and described how these experiences could complement their overall career development in the future. The students identified a gap between everyday language needs in the industry and their language training received in Taiwan. The results indicated that the participants thought the English courses in Taiwan have disproportionately emphasized reading or writing skills, whereas speaking and listening were in high demand in the workplace, particularly given the difficulties occurring in cross-cultural communication. The analysis also indicated that the participants’ oversea working experiences positively affected their English learning motivation. These experiences also helped the participants notice differences in interactions with people from various linguistic backgrounds. English learning in Taiwan is traditionally embedded in English as a foreign language (EFL) classrooms that are reading/writing-centered and examination-oriented. The course content should be revised to improve students’ oral communication skills for the workplace.

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Process and Experience in the Language Classroom (Applied Linguistics and Language Study Series)

Abstract: Process and Experience in the Language Classroom (Applied Linguistics and Language Study Series).: Michael Legutke and Howard Thomas. Developing Communicative Competence in a Second Language.: Robin C. Scarcella, Elaine S. Anderson, and Stephen D. Krashen (Eds.).

Cited by 3 publications

References 3 publications

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Investigative Research: How It Changes Learner Status

Learning English in Tourism and Hospitality Internships Overseas: Reflections from Six Taiwanese College Students

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