Perception, production, and perception–production: Research findings and implications for language pedagogy


Written by - By Charles Nagle, Iowa State University

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When we are born our perceptual systems are capable of discriminating sounds that occur in English, Spanish, Hindi, or any other language. During the first year, our perception begins to zero in on the particular set of sounds that are contrastive in our native language(s) (L1s) (Kuhl et al., 2006). For example, a child whose parents are L1 English speakers will pick up on the fact that /b/ and /p/ are contrastive in English (e.g., “bet” vs. “pet”) and that the major difference is in the burst of air that occurs when the stop is released (i.e., there is a stronger burst of air, or more aspiration, on /p/ than /b/). A child whose parents are L1 Hindi speakers will pick up on this contrast,  Continue Reading →

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Listening, Pronunciation, Research, Speaking, Teaching
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Why teaching Second Language listening is difficult and how to use bottom-up listening strategies to teach listening more effectively


Written by - Christina Cole, University of Toronto

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Listening is the skill that most of our students feel the least confident about and the least control over in terms of what they can do to improve. It is also the skill that is the most widely used, both in academic and non-academic contexts. For these reasons, we owe it to our students to show them how to become successful English language listeners.

Second-language listening is difficult for several reasons, most of which stem from the differences between oral and written channels (Brown, 2011). These include perception problems, issues of memory and attention, and strategy choice.

Perception problems arise because speech is fast and transient; utterances are spoken quickly, and they disappear. We don’t pause to separate speech into distinct words;  Continue Reading →

Categories:
Listening, Pronunciation, Teaching, Uncategorised, Vocabulary
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Shadowing for language teaching


Written by - Yo Hamada, Akita University

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In the past decades, shadowing has become quite popular in Japan and in other Asian countries. Recently it has finally caught the attention of researchers and language teachers in North America. The overarching purpose of this paper is to introduce shadowing for the sake of effective teaching. First, the basic idea of what shadowing is is explained. Then, shadowing in terms of listening practice will be discussed with its theoretical background, examples, and teaching tips. Next, shadowing as speaking practice, mainly for pronunciation development, will be discussed.

What is Shadowing?

The basic definition of shadowing is “a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli” (Lambert, 1992, p. 266). The metaphor of shadowing is the shadow that follows you on a street late in the afternoon,  Continue Reading →

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Listening, Pronunciation, Speaking
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A mixed-methods study exploring perceptions of speech fluency


Written by - Kent Williams, Carleton University

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Enhancing English language learners’ speech fluency is often a key learning outcome in communicative language classrooms. Notably, how fluent a learner’s speech is has been shown to affect how comprehensible it is (Derwing, Rossiter, Munro, & Thomson, 2004). For this reason, it is not surprising that fluency has long been an integral component of both high-stakes and low-stakes oral proficiency assessment rubrics (Fulcher, 2003). Decisions that are made based on the results of these assessments may have real-world implications on test-takers’ lives. Thus, it is important to understand which features of speech influence how fluency is perceived in order to enhance the validity of fluency assessments. In this study, although the participants reported that a wide range of temporal,  Continue Reading →

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Research, Speaking, Uncategorised
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Influences on emergent L2 writers


Written by - Andrea Liendo, OISE

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As a grade-one teacher in a Toronto inner city elementary school for over 30 years, I have had the privilege of teaching a wide range of second language learners with a variety of different L1s. Most of these young learners were in the emergent writing stage. Emergent writing is a developmental stage of writing that all young L1 and L2 writers pass through. Emergent writers are beginning to understand that print carries a message and they may be familiar with many concepts about print simply from living in a print rich environment (Clay, 1988). These writers may use pictures, single letters to represent words, and inventive spelling to communicate their messages. Literacy acquisition in an L2 is a highly complex process,  Continue Reading →

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Research, Teaching, Theory, Uncategorised, Writing
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Let’s go to Tim Horton’s: A sample of a task


Written by - Amer Ahmed and Iryna Lenchuk, Dhofar University, The Sultanate of Oman

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The goal of this paper is to discuss the concept of a task as a pedagogical activity used in the second language (L2) classroom for the purpose of developing the communicative competence of L2 learners. The term task has been widely used in the field of applied linguistics (see e.g., Bygate, Skehan & Swain, 2001; Lightbown & Spada, 2010; Long, 2014; Nunan, 2004; Willis & Willis, 2007). The Canadian Language Benchmarks (CLBs), a document that represents a Canadian language standard for teaching and assessment of English as a Second Language (ESL) in Canada, lists task-based instruction as one of its guiding principles (Center for Canadian Language Benchmarks (CCLB), 2012, p. IX). In addition, Portfolio-Based Language Assessment (PBLA), a new type of assessment recently introduced in federally and provincially funded ESL classes in Canada,  Continue Reading →

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Speaking, Teaching, Theory, Writing
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Book Review: Formulaic language and second language speech fluency


Written by - Shahin Nematizadeh, Carleton University

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D. Wood. (2010). Formulaic language and second language speech fluency: Background, evidence, and classroom applications. London/New York: Continuum. Pp. 242, CAD$39.95 (paper).

Wood’s (2010) Formulaic language and second language speech fluency provides theoretical and practical accounts of speech fluency and pedagogical applications of formulaic sequences within classroom contexts. The book is divided into three parts including background, evidence, and applications. Through reviewing the commonly-cited literature, and with particular emphasis on longitudinal studies, the background section initially presents the reader with definition of fluency, associating it with temporal variables of rate (speech and articulation rates), quantity (mean length of runs), and pausing (silent/filled, locations, and length) as well as repair phenomena.  Continue Reading →

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Review
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Why I am hype about Translingualism


Written by - Stephanie Samboo, Sheridan College

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Within three years of immigrating to Canada, I was fortunate to be hired in a GTA community college teaching English for Academic Purposes (EAP). I enjoyed the camaraderie of my colleagues and students as I progressed in my new job, but I also began to experience uncomfortable incidents which propelled me on the journey towards Translingualism.

Having been born and bred in Singapore, the formal English variety I learned in school was Singapore English, which was essentially based on British English, and the informal variety I spoke at home was Singlish, a melange of English, Mandarin, Hokkien, Malay and Tamil. Therefore, I tend to pronounce words differently from Canadian English and rely heavily on the British lexicon.  Continue Reading →

Categories:
Professional Development, Teaching, Uncategorised, Writing
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To correct or not correct? That is not the question


Written by - Maria-Lourdes Lira-Gonzales, University of Quebec in Abitibi-Témiscamingue

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For decades, writing and writing instruction have often been viewed from a learning-to-write perspective; within this perspective, writing should be taught when students’ second language (L2) development is sufficiently settled. Recent research, however, shows that writing has a major role in promoting L2 development; from this writing-to-learn perspective, writing is seen as a tool for language learning (Manchón, 2011) that allows L2 learners to integrate new knowledge, test hypotheses, and automatize knowledge (Williams, 2012). Also, within this perspective corrective feedback (CF) provided by teachers facilitates language learning (Bitchener & Ferris, 2012).

Corrective feedback is defined as any indication to the learners that their use of the target language is incorrect (Lightbown & Spada, 2013). In writing, CF is concerned with incorrect grammatical or lexical use of the target language,  Continue Reading →

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Assessment, Grammar, Teaching, Writing
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Writing effective CLB-aligned comprehension items


Written by - Lisa Herrera, Consultant

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“Understand that there is always one clearly best answer. My goal is not to trick students or require them to make difficult judgments about two options that are nearly equally correct. My goal is to design questions that students who understand will answer correctly and students who do not understand will answer incorrectly.”

John A. Johnson (in Clay, 2001)

In a report completed for the Canadian government, Makosky (2008) indicated that, at the time of writing, exit test results from LINC programs across the country were “deemed to be subjective/situational and not comparable to any common standard,” with the result that “exit rating and feedback to newcomers may be inconsistent and the results not as portable as newcomers,  Continue Reading →

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Uncategorised
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LGBTQ+ inclusivity in the language classroom: attitudes and considerations


Written by - Tyson Seburn, University of Toronto

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Acknowledgement that a struggle exists for members of any particular minority group is the easy part. How often do we see a shared news report about an injustice and think to ourselves, “That’s awful. Something should be done,” so we like the post on Facebook or maybe even share it with our friends and followers? I imagine that all of us may fall into this “slacktivism” category here and there. Going beyond this initial step can be difficult. It makes many uncomfortable. After all, action can disrupt of our way of doing things even if we know this way may not contribute to needed change for the better.  Continue Reading →

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Materials, Professional Development, Training
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English for (very) specific purposes: An ESL course for Spanish speaking agricultural workers in the Niagara Region


Written by - Donna Pearce, Brock University

This is a poster from a poster presentation at TESL Ontario, 2017. We apologize for the HTML formatting. (ed.)

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Background

  • Last year, more than 18,000 workers came to work on Canadian farms as part of the Seasonal Agricultural Workers Program (SAWP)
  • Of these workers, more than 3,000 are working on farms in the Niagara region
  • The majority of these workers come from either the Caribbean or Mexico
  • Although the SAWP is not without its problems, it provides Mexicans with a legal means to 
enter and work in Canada and the opportunity to earn significantly more than they could in 
their home country
  • Nevertheless, such opportunity comes at a price,

    •  Continue Reading →

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Speaking
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