Foreign–Language Syllabus Development: Some Recent Approaches

Shaw, A. M.

doi:10.1017/s0261444800003487

Cited by 12 publications

(7 citation statements)

References 8 publications

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“…Research on CmS has also been stimulated by the rise of communicative approaches to foreign language teaching in the mid 1970s (see e.g. Wilkins, 1975;Shaw, 1977;Munby, 1978;Widdowson, 1978;Brumfit & Johnson, 1979). One of the effects of the increased emphasis on communication in the classroom was that grammatical correctness was no longer considered an end in itself and was frequently sacrificed to communicative effectiveness.…”

Section: Research On Second Language Acquisitionmentioning

confidence: 99%

The Use of Compensatory Strategies by Dutch Learners of English

Poulisse¹

1990

130

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on a general language proficiency test 5.3 Tasks used in the experiment 77 5.3.1 The concrete picture description task (task I) 5.3.2 The oral interview (task IV) 79 5.3.3 The story retell task (task III) 80 5.3.4 The abstract picture description task (task II) 82 5.4 Retrospective tasks 83 5.5 The experimentation 84 5.6 Processing of the data 86 The Identification of Compensatory Strategies 88 6.1 The criteria and the identification procedure adopted in the 88 Nijmegen project 6.2 Identification on the basis of problem indicators in the data 6.2.1 The use of problem indicators 6.2.2 Instructions 6.2.3 The correspondence between the two judges 6.3 Identification on the basis of retrospective comments 94 6.3.1 The reliability of retrospective data 94 6.3.2 The influence of "researcher bias" 6.3.3 The usefulness of retrospective data 6.4 A quantitative comparison of two methods of identification 6.5 Conclusion The Classification of Compensatory Strategies 7.1 The coding system 7.2 The applicability of the coding system 7.3 Conclusion The Use of Compensatory Strategies in Tasks Ι, ΠΙ and IV 114 8.1 A quantitative analysis of the data 8.1.1 The number of compensatory strategies used 8.1.2 Analysis of compensatory strategy types: frequencies 8.1.3 Analysis of compensatory strategy types in terms of ANOVA 8.1.4 A visualization of the results: correspondence analysis 8.2 A qualitative analysis of the data 8.2.1 The use of compensatory strategies in the picture description task (task I) 8.2.2 The use of compensatory strategies in the story retell task (task III) 8.2.3 The use of compensatory strategies in the interview (task IV) 8.2.4 Individual differences 8.3 Discussion 8.3.1 Proficiency-level effects 8.3.2 Task effects 8.3.3 Differences between super-and subordinate compensatory strategies 8.3.4 Individual differences 8.4 Conclusion 9 A Comparison of Referential Strategies in LI and L2 9.1 Method 9.2 Hypotheses 9.3 Some procedural information 9.4 Results 9.4.1 A general overview of strategy use in Dutch and English 160 9.4.2 Identical strategies versus shifts 161 9.4.3 Time and number of words 9.5 Discussion and conclusion 10 The Effectiveness of Compensatory Strategies 10.1 Research to date 10.2 Some pilot studies 10.3 The York study of effectiveness 10.3.1 Method 10.3.2 Subjects 10.3.3 Results of the guessing task and the pseudo-cloze task 10.3.4 Two experimental tasks compared 179 10.4 Conclusion 11 Conclusion 11.1 Evaluation of the experimental design 11.2 Some theoretical considerations 11.3 General discussion of the results 11.4 Implications of the Nijmegen project 190 11.4.1 Second language use 11.4.2 Foreign language pedagogy 190 11.

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Section: Research On Second Language Acquisitionmentioning

confidence: 99%

The Use of Compensatory Strategies by Dutch Learners of English

Poulisse¹

1990

130

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“…Although both areas of study may include works whose insights and findings are relevant to teachers of both programmes, the syllabus which they aim to develop may be very different. The relationship between syllabus and curriculum (as defined in Shaw, 1977) appears to be of great relevance in the planning of community language education. The relationship between syllabus and curriculum (as defined in Shaw, 1977) appears to be of great relevance in the planning of community language education.…”

Section: Definitions Of Terms and Scopementioning

confidence: 99%

“…Their linguistic objectives depend on the value attributed to bilingualism by the school, which in turn determines the co-ordination between the two languages, the content of their syllabus and its relation to the core curriculum (Tosi, 19846). The relationship between syllabus and curriculum (as defined in Shaw, 1977) appears to be of great relevance in the planning of community language education. While intervention in the former is a responsibility of teachers, decisions on the latter are a prerogative of policy makers: if one can reasonably expect the first group to improve their intervention, pupils' achievement of high standards of bilingual competence, comparable to those of monolinguals, will ultimately depend on decisions made by the second group (Cummins, 1984a;Skutnabb-Kangas, 1984).…”

Section: Definitions Of Terms and Scopementioning

confidence: 99%

Home and community language teaching for bilingual learners: issues in planning and instruction

Tosi

1986

Lang. Teach.

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“…Hakuto and Cancino (1977) are only concerned with productive aspects, Cook (1978) with psycholinguistic perspectives on productive aspects and such factors as attitudes, motivation, memory and optimal age. Shaw (1977) omits reading in his survey on FL syllabus development, even in the functionalnotional a p roach (see for criticism on this score: Wijkamp, 1978, andelijn, 1977b). Strevens (1977) in his list of communication categories for s ecial-purpose language learning makes some reference to reading skills in English as an FL, surveys the most important teaching trends but, suprisingly, gives very few references to theoretical sycholinguistic models in Li or L2 reading.…”

Section: )mentioning

confidence: 99%

Foreign language reading research: recent trends and future propects

Ulijn¹

1980

J Research in Reading

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Neither grammar-translation methods in Foreign Language learning nor the subsequent emphasis on spoken language paid sufficient attention to the im ortance of fluent reading with comprehension in a foreign lanquage. however, the introduction of new means of testing, notably by muttiple choice questions, stimulated renewed interest in the importance of foreign language reading. This resulted in refined analysis of FL reading needs and the construction of reading exercises rather than design of models or theories to account for the reading process. However, first language (Li) reading models and theories were losing their mechanical character and beginning to encompass the linguistic factors in a psycholinguistic a proach (Clark, Gibson, Goodman, Kempen, Levelt). Second and theory building and testing has started in this field also. This article reviews research done in the 70's on the graphic, morphological, syntactic, textual and semantic levels in reading. Comparisons are made with Li research and some speculation is offered on future developments which may result in more efficient teaching programmes and test devices in foreign language reading. language ( 1: 2) reading research also profited from this progress and model RESUME L a recherche sur la lecture d'une langue itrangire-quelques tendances rkentes et perspectives d 'avenirAvant 1970 la lecture d'une langue ttrangkre n'ttait que rarement considtrte comme objectif majeur et sptcifique de I'enseignement de la langue par contraste avec la littkrature. Nkanmoins, ceux qui employaient toujours les mtthodes de traduction grammaticales dkveloppaient souvent, en plus, une bonne competence en la lecture. Lii OCI, vers la fin des anntes cinquante et le commencement des anntes soixante, ces mtthodes avaient Ctt remplades par la mtthode orale la langue ii I'tcrit en gknkral a eu tendance de se faire moins remarquer. Presque au mZme temps, on a proposi de nouvelles mtthodes pour tprouver la comprehension de lecture (Lado, Valette, Clark, etc.) qui ont stimult I'examen des actes de la lecture d'une langue ttrangkre en classe. Comme illustrt par des etudes exptrimentales de Hollande, la faiblesse principale des tpreuves de lecture d'une langue Ctrangtre en est la validitt, parce qu'elles se basent rarement sur une analyse thtorique de ce qui se passe en la lecture d'une langue Ctrangi3-e. tpreuves, moitit comme reaction au syst6me oral, la lecture a ttt r q u e plus facilement comme objectif distinct de I'apprentissage d'une langue ktrang&-e. Ceci a men6 i une analyse fine des besoins de la lecture d'une langue ttrangcre et l'ttablissement de plusieurs sortes d'exercices qui concentraient sur des aspects lexicaux, grammatiques ou textuels, sans base solide en une thtorie tprouvte de la lecture en langue maternelle ( L i ) ou langue Ptrangkre (L2).De tous les modkles dtveloppts pour la lecture de Li depuis 1970, les modkles psycholinguistigues font la distinction la plus Claire entre plusieurs niveaux linguistiques: graphimique, lexical, syntactigue, simantique...

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Foreign–Language Syllabus Development: Some Recent Approaches

Cited by 12 publications

References 8 publications

The Use of Compensatory Strategies by Dutch Learners of English

The Use of Compensatory Strategies by Dutch Learners of English

Home and community language teaching for bilingual learners: issues in planning and instruction

Foreign language reading research: recent trends and future propects

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