Colin Thompson

This is book 2 in a series of English language textbooks designed to improve learners’ communicative and cognitive skills. Based on the aims and assessment criteria of the Common European Framework of Reference for Languages (CEFR), this book follows CEFR’s goals for developing learners’ language skills. CEFR’s assessment criteria is categorized into proficiency levels (A1-C2), and this action-based book primarily targets A2-B1 levels. Vocabulary has been selected largely from the A2-B2 CEFR-J levels; a CEFR informed word list designed for Asian learners of English. Book 2 builds on book 1 by targeting higher levels of CEFR-J rated vocabulary and CEFR rated grammar. The selected language has been allocated within 6 topic-based modules of personal, social, educational and professional relevance for learners, by covering topics such as biographies, personalities and predictions. In doing so, learners can develop interpersonal and intrapersonal skills by understanding how people can communicate effectively, as well as knowing their own strengths and weaknesses, and identifying their potential career paths. Furthermore, these modules are looked at from international viewpoints so learners can improve their understanding of multiculturalism and express their opinions about different cultures.

This is book 1 in a series of English language textbooks designed to improve learners’ communicative and cognitive skills. Based on the aims and assessment criteria of the Common European Framework of Reference for Languages (CEFR), this book follows CEFR’s goals for developing learners’ language skills. CEFR’s assessment criteria is categorized into proficiency levels (A1-C2), and this action-based book primarily targets A1-A2 levels. Vocabulary has been selected from A1-B2 CEFR-J levels; a CEFR informed word list designed for Asian learners of English. The selected language has been allocated within 6 topic-based modules of personal and social relevance for learners, such as food and fashion. These modules are looked at from international viewpoints so learners can improve their understanding of multiculturalism, and also learn to express their opinions about different cultures.

This English language textbook is designed to improve learners' communication and cognitive skills. The book is based on the aims and assessment criteria of the Common European Framework of Reference for Languages (CEFR). It primarily targets A1-A2 levels in terms of grammar. The vocabulary has been selected from A1-B2 CEFR-J levels. The selected language has been allocated within 7 topic-based modules of personal and social relevance for learners. Students are provided with a progession of meaning-based tasks and activities that allow them to use  targeted language in different contexts.

This chapter explores theoretical cognitive research that explains the effects of practice within second language acquisition (SLA). It begins by defining the term and then traces its history and moves on to examine skill acquisition theories of language learning that promote the role of practice for developing second language (L2) knowledge. It then reviews VanPatten’s input processing theory which emphasises the use of input-based practice as a means for acquiring L2 grammatical features. The following section then looks at how these theories have informed modern pedagogy in terms of output-based and input-based instruction. The chapter then reviews empirical studies that have compared the effectiveness of both types of practice in terms of productive and receptive L2 knowledge. Finally, implications for teaching and areas for future research are discussed. Overall, this chapter demonstrates that research to date has produced differing views regarding the effects of practice within SLA, and as such, a single unifying view does not exist, just as there is no single unified theory of SLA. Despite this, it is helpful for teachers and researchers to be aware of some of the research evidence in order to inform their own teaching and research.

Publisher: Cambridge University Press (2018)

More information: http://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/practice-second-language-learning?format=HB

This paper investigates the effects of guided planning, task complexity and task sequencing on L2 oral output in terms of structural complexity. It first reviews the effects of pre-task planning on L2 speech production before focusing on task complexity and how it can be used for sequencing tasks to promote gains in L2 output, referring to Robinson’s (2003, 2007, 2010) Cognition Hypothesis as a theoretical framework. The paper then reports on a study which investigated the effects of guided planning and task complexity on 26 Japanese University learners of English and their use of English relative clauses. The study involved a pre-post test design in which participants performed a series of oral narratives that increased in complexity over a 3 week period resulting in gains in complex L2 speech.

Publisher: Bloomsbury / Continuum

This article explores the role of practice within second language teaching. It begins by defining the term and then reviews how practice has been applied throughout language teaching history. The article then reports how skill acquisition theories have informed the use of practice within language teaching methods. It then discusses how research in second language acquisition (SLA) have since promoted modern approaches involving practice instruction. The final section then examines issues regarding the implementation of these approaches within Asian educational contexts. Overall, this paper shows how practice has been applied in different ways within language teaching, and that no one method appears superior. Consequently, it is useful for teachers to have an understanding of the pros and cons of each method so as to benefit their own teaching.