Hammerly, Hector. An integrated theory of language teaching and its practical consequences. Blaine, Washington. and Burnaby, B.C.: Second Language Publications, 1985Hammerly, Hector. An integrated theory of language teaching and its practical consequences. Blaine, Washington. and Burnaby, B.C.: Second Language Publications, 1985. (Second Language Publications. P.O. Box 1700 Blaine, WA 98230. P.O. Box 82370, N. Burnaby, B.C. Canada V5G 5P8.)

1986 ◽  
Vol 42 (4) ◽  
pp. 888-889
Author(s):  
Pierre Trescases
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Integrated Theory ◽  
Theory Of Language

scholarly journals Theatre of the Mind: A Project to Animate the Language of Thought and Communication

2009 ◽  
Vol 6 (3) ◽  
pp. 272-273
Author(s):  
Eric S. Wheeler
Keyword(s):  
Second Language ◽  
Language Of Thought ◽  
Acting Out ◽  
Human Language ◽  
Second Language Teaching ◽  
Complex Part ◽  
Integrated Theory ◽  
Constructive Dialogue ◽  
Theory Of Language ◽  
The Mind

Human language is a rich and complex part of human behaviour that can be studied in many ways. The author and his colleagues are developing an application that accepts simple texts as input and presents an animated display of characters acting out the text. It mimics the human visualization of texts, the so-called Theatre of the Mind. In so doing, they need an integrated theory of language; they can test such a theory for consistency and completeness because it is implemented in computable form. In practice, they may have the basis for a useful tool for developing literacy or second-language teaching. By entering expressions, learners can see what the expressions mean and so learn, in a constructive dialogue, some of the language-specific features that they need to master.

BREAKING TRADITION: AN EXPLORATION OF THE HISTORICAL RELATIONSHIP BETWEEN THEORY AND PRACTICE IN SECOND LANGUAGE TEACHING.Diane Musumeci. New York: McGraw-Hill, 1997. Pp. xiii + 142. $24.07 paper.

1998 ◽  
Vol 20 (4) ◽  
pp. 593-594
Author(s):  
Joanne Devine
Keyword(s):  
New York ◽  
Second Language ◽  
Language Learning ◽  
Language Teaching ◽  
Theory And Practice ◽  
Unified Theory ◽  
Second Language Teaching ◽  
Historical Relationship ◽  
Theory Of Language ◽  
The One

In her engrossing account of the historical relationship between theory and practice in second language teaching, Diane Musumeci observes that in the often contentious discussions about this relationship “the one point on which almost everyone agrees is that scant evidence exists to support any single, unified theory of language learning” (p. 3). In Breaking Tradition: An Exploration of the Historical Relationship Between Theory and Practice in Second Language Teaching, Musumeci convincingly argues that the claim that there has been no consistent theory of second language teaching is not only ahistorical but has also discouraged critical investigation of the ideas of tradition and innovation in the field.

scholarly journals Learner attention to form in ACCESS task-based interaction

2016 ◽  
Vol 21 (4) ◽  
pp. 454-479 ◽  
Author(s):  
Phung Dao ◽  
Noriko Iwashita ◽  
Elizabeth Gatbonton
Keyword(s):  
Second Language ◽  
Group Size ◽  
Task Complexity ◽  
Language Teaching ◽  
Past Tense ◽  
Interaction Data ◽  
Self And Other ◽  
Linguistic Item ◽  
Task Modeling ◽  
Task Features

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners’ approach to tasks on the incidence and characteristics of LREs.

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