Main Editions
An Introduction to Task-Based Language Teaching
This book began life as the second edition to Designing Tasks for the Communicative Classroom. The original volume was written in the mid 1980s, and was published in 1989. At that time, task-based language teaching was beginning to arouse attention. Although it was more than a distant prospect, it was far from a mainstream concept.
Orientations and Motivation in English Language Learning: a Study of Bangladeshi Students at Undergraduate Level
This paper analyzes and determines the various socio-psychological orientations of the undergraduate students of private universities of Bangladesh towards learning English. The study focuses on the most important social psychological variables: attitude and motivation. The domain where English is used mostly, is also investigated to know the present linguistics reality of Bangladesh.
Change and Continuity: English Language Teaching in Singapore
This paper focuses on change and continuity in English Language Teaching (ELT) in Singapore as revealed by a study of the English language syllabuses and their respective textbooks since the time of Singapore’s evolvement from a British colony to the modern independent nation it is today.
The “Unknown Unknowns” of Plain English
Dr. Roger Nunn considers the pragmatic implications of some of the double speak that politicians enter into. He considers Donald Rumsfeld’s “Plain English Campaign” ‘Foot in the Mouth’ Award, for his now notorious statement on “known, knowns” and “unknown, unknowns”.
Developing oral skills by combining fluency- with accuracy-focused tasks: A case study in China
This paper reports an evaluative case study in which the researcher working as facilitator, assessor and evaluator critically analyzed the value of his contribution to a Spoken English program offered at Shanghai Normal University in China. The subjects who participated in this research were 268 Chinese third-year college students pursuing different majors excluding English.
Shifting paradigms: from a communicative to a context-based approach
This paper offers a critical examination of the communicative approach (CA) with specific reference to a study of the teaching and learning experiences of a group of Thai university practitioners and students. It is argued that although the fundamental tenets of the approach have served the profession well, it is now time to consider an emerging alternative paradigm in the form of a context-based approach (C-bA).
Perception, Practice and Progress – Significance of scaffolding and zone of proximal development for second or foreign language teachers
Vygotskian approaches to second or foreign language (L2) learning and teaching have been gaining momentum in the field of L2 studies. This paper examines the significance of these approaches, especially scaffolding and the zone of proximal development (ZPD), in the perception, practice and progress of L2 learning and teaching.
Consideration of Age in L2 Attainment – Children, Adolescents and Adults
The idea of “earlier is better” is modified by the concept of a “Critical Period” in a person’s age during which language acquisition is optimal. It is controversial when applied to L2 acquisition (L2A). Evidence from a close examination of the studies relating age to L2A supports the proposition that there is a period in the learner’s age when L2 is acquired more proficiently in terms of the final language outcome or output.
A Study of English Writing by Native Chinese Freshmen : Teaching English Requires the Teaching of Culture(s)
This article presents a study of English academic writing by native Chinese speakers. It explores the interactive relationship of topic influence, individual (cultural) stance and text types in different cultural contexts. Specifically, it argues that topic is an essential element in writing.
Phonological Differences between Japanese and English: Several Potentially Problematic Areas of Pronunciation for Japanese ESL/EFL Learners
In light of the fact that L2 pronunciation errors are often caused by the transfer of well-established L1 sound systems, this paper examines some of the characteristic phonological differences between Japanese and English. Comparing segmental and suprasegmental aspects of both languages, this study also discusses several problematic areas of pronunciation for Japanese learners of English.
