Archives

  • The role of input in second language oral ability development in foreign language classrooms: A longitudinal study November 18, 2016
    The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary […]
    Saito, K., Hanzawa, K.
  • Developing conceptual understanding of sarcasm in L2 English through explicit instruction November 8, 2016
    This article reports on a pedagogical project aimed at helping second language (L2) learners of English develop the ability to detect and appropriately interpret spoken sarcasm. The study used a pre- and posttest procedure to assess the development of learners’ ability to both detect sarcasm and impute appropriate speaker intentions and attitudes conveyed through sarcastic […]
    Kim, J., Lantolf, J. P.
  • Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study September 26, 2016
    A growing body of research has shown a positive role of task-supported instruction in second language (L2) learning (Ellis, 2003a; Loewen, 2015; Van Den Branden, 2006). From a pedagogical perspective, recycling or repeating parts of teaching materials is common practice and theoretical support for such practice is emerging (Bygate and Samuda, 2005). However, determining which […]
    Payant, C., Reagan, D.

The smart way to use Smartphones in the language classroom

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Originally Published as The smart way to use Smartphones in the language classroom. Modern English teacher, 25(3), 2016.

 

Smartphones and mobile communication technology are continuously evolving, becoming more and more a part of everyday life. Love them or hate them (and for many it may be a bit of both) smartphones are incredibly . . . → Read More: The smart way to use Smartphones in the language classroom


Authenticity 2.0

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As language use today moves increasingly into digital fora – social media, social networking and so on, accompanied by an internationalisation of the language most associated with the Internet, English, the concept of ‘authenticity’ in the context of language samples and language use becomes ever more evasive. . . . → Read More: Authenticity 2.0


The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore

National University of Singapore, CELC Symposium 2016

Presentation Summary and Resources

In this post you can find my slides, audio from the presentation and also the link to the original questionnaire which I used with my students to find their reaction to different varieties of English.

The connections between authenticity and native-speakerism: Students’ reactions to international English varieties from . . . → Read More: The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore


Reconceptualising Authenticity for English as a Global Language

Reconceptualising Authenticity

This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. . . . → Read More: Reconceptualising Authenticity for English as a Global Language


Upcoming Webinar on Native-speakerism and Authenticity for TEFL Equity

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Native-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. In this presentation, based on our paper in Applied Linguistic Review we will outline where the connections between these two concepts, both practical and theoretical, may lie. We will first briefly introduce the concepts of Native-speakerism and authenticity separately, and then present the theoretical framework we have developed to explain the connections between the two. Following this, we will move on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination. . . . → Read More: Upcoming Webinar on Native-speakerism and Authenticity for TEFL Equity


5th Waseda ELF International Workshop, Tokyo

Slides from my talk at today’s International Workshop on ELF at Waseda University in Tokyo.

Japanese Students’ Reactions to International Speakers of English: native-speakerism and authenticity from Richard Pinner . . . → Read More: 5th Waseda ELF International Workshop, Tokyo


Using and Adapting Authentic Materials to Help Motivate Students

This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of . . . → Read More: Using and Adapting Authentic Materials to Help Motivate Students


EFL Teacher Journeys, Tokyo June 2015

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The teaching never stops: reflections on teacher roles, transportable identities and social networks

To be(friend) or not to be(friend), that is the question. Some teachers encourage their students to befriend them on social networking sites (SNS), others are understandably wary. SNS can be a very effective way of connecting with students outside the . . . → Read More: EFL Teacher Journeys, Tokyo June 2015


CAES Faces of English Paper Presentation

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Using self-assessment to maintain motivation in a dynamic classroom environment

In this presentation I outline how and why I have established a self-assessment system in which students give themselves a score for class participation, worth 30% of their overall grade for the semester. I explain how my experience of teaching an EFL speaking skills . . . → Read More: CAES Faces of English Paper Presentation


Authenticity Poster, CAES Faces of English, Hong Kong

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The Social and Individual Flow of Authenticity

Authenticity in the language classroom is approached from a social and existential perspective. In this poster I attempt to reconceptualise authenticity as a dynamic component of language as a complex system, which interacts with motivation, autonomy and self at multiple levels. I propose that authenticity be reconceptualised . . . → Read More: Authenticity Poster, CAES Faces of English, Hong Kong