ABSTRACT SUBMISSIONS 4th TEFL CONFERENCE
18
Ana Horneiro
19
Maria José Lisboa
Antunes
Nogueira
mjnogueira76@g
mail.com
Authors: Ramón Plo, Ana Hornero & María Pilar Mur-Dueñas
Abstract:
Authenticity in Tourism Courses: English Materials and Contexts
aMaria José Lisboa Antunes Nogueira
rInstituto Politécnico de Viseu
m
Viseu, Portugal
aE-mail: mjnogueira76@gmail.com
M
M
Abstract
Sometimes teachers need to create other materials but not to ‘re-invent the wheel’ (Dudley-Evans, 1998), not to duplicate their effort. The goal
of this paper is to present a course design for students of tourism while reflecting upon the role of the ESP teacher during the process. The
importance of authenticity in tourism courses will also be discussed. It keeps in mind the participants’ characteristics, the characteristics of the
region, the professional community and the materials. Needs Analysis (NA) is fundamental to achieve success in English for Specific Purposes
(ESP) courses. Teaching a language is not a one-person project, especially when it entails input from other matters, with a view to preparing
individuals for a specific field. It is a collaborative task of learning and teaching, sharing practices and beliefs. Teaching ESP involves a
collaborative and joint attitude that is why we applied a questionnaire to different groups of tourism actors to better understand the
necessary methodologies as well as materials in order to improve our practices. We discuss the results by presenting classroom activities
proposed by colleagues who teach other subject matters in the above course.
20
Pilar Mur-Dueñas
Spanish Secondary school students’ oral competence in EFL: self-assessment, teacher assessment and assessment tasks
Pilar Mur-Dueñas
Ramón Plo
Ana Hornero
Universidad de Zaragoza (Spain)
1
Although Spanish students start EFL lessons at a very early age and official curricula foster a communicative approach in primary and
secondary Spanish EFL schools, several studies at a national and European level highlight the low competence of Spanish speakers in general
and of Spanish students in particular in spoken English. In this context, we set to design a comprehensive questionnaire on the process of
teaching and learning oral skills in Secondary Education, which was administered to both teachers and students of English at three different
levels in a representative sample of secondary schools in the region of Aragón (Spain), the total number of answers being 2,083 (2,010 from
students and 73 from teachers).
In this paper, we will report on the answers regarding students’ own assessment of their competence in oral skills contrasting them with the
marks obtained and with the teachers’ perceptions of their competence. We are interested in looking at whether students progressively
perceive themselves as more skilled in speaking and interacting as they advance through the 6-year Secondary Education period. We will look
at possible differences depending on the type of school students attend: rural or urban, private, state-run or state-subsidised, and
monolingual or bilingual. In addition, we will explore the possible effect of the teachers’ reported methods of assessment of oral skills on the
students’ perceived and achieved competence. Finally, we will analyse the students’ and teachers’ views on the convenience of introducing
tasks assessing oral skills in the current university entrance examination in Spain, and which assessment tasks would be the most appropriate
in their views.
We consider that our results can provide a good diagnosis of the current situation of the teaching and learning of oral skills in Spanish EFL
Secondary School classrooms.
21
PL
EN
AR
Y
Robert Lew
Teaching EFL learners to use dictionaries: the why’s and the how’s
rlew@amu.edu.pl
Robert Lew
Department of Lexicography and Lexicology, Faculty of English
Adam Mickiewicz University in Poznań, Poland
rlew@amu.edu.pl
Dictionaries are useful tools for language learners. By using them, learners become more confident and autonomous. A well-designed
dictionary can go a long way towards helping language learners in their efforts. We all know that dictionaries can be helpful in reading, but
the real challenge of foreign language learning lies in production: writing and speaking. An adequate production-oriented dictionary can
greatly improve students’ performance in writing tasks, including exams such as the written English examination forming part of the
Portuguese Exame Nacional do Ensino Secundário. However, research into the process of dictionary use reveals that language learners use
dictionaries rather inefficiently, not taking good advantage of the wealth of information found in modern learners’ dictionaries.
Misunderstanding the lexicographic conventions can generate errors of its own (dictionary-induced errors), such as when a label is mistaken
for an equivalent. To help language learners overcome such problems, they should be given systematic training in dictionary use, so that they
can become more skilled dictionary users. The training should start with the needs and problems of learners as dictionary users, rather than
focusing on the dictionary content itself. As it turns out, using a dictionary effectively involves a number of distinct skills. We will look at what
those skills are, and how they can best be taught.
2
25
Cristina Tejedor
Martínez
WHAT DO TEACHERS NEED TO KNOW ABOUT THEIR STUDENTS’ USE OF DICTIONARIES?
ABSTRACT
When we try to introduce dictionaries in our classes or when we try to compile a new Cristina Tejedor Martínez
Soraya García Esteban
Miriam Pradillo Caballero
Universidad de Alcalá
Madrid, Spain
dictionary, sometimes we do not take into account students’ opinions and needs (real users), although this is a very important element in both
activities, teaching a foreign language and compiling dictionaries. The process of teaching any subject involves the use of all resources
available to get to an efficient/effective result. When dealing with teaching foreign languages, we have noticed that such an ancient and
apparently well-known tool as a dictionary is not so well-know nor used efficiently by Spanish students. Nevertheless, in our opinion, the
dictionary should play an important role in the teaching-learning process. Therefore, we have carried out a research among students in two
Spanish Secondary Schools following the tradition of using questionnaires in order to get information about dictionary use and skills. A
questionnaire has been distributed at the end of the present academic year to students from several grades of Secondary Education in order
to analyse what they think about dictionaries and if they use them while studying a foreign language. Some of the results were expected, for
example that students have and use mainly bilingual dictionaries, but others are quite interesting. The whole process of research and the most
important ideas obtained from the results will be explained, trying to indicate how our conclusions can help teachers (and maybe pedagogical
lexicographers) to improve dictionary use in the teaching-learning process.
26
Lili Cavalheiro
Language and Teaching Materials in ELT: An EIL Approach
Lili Cavalheiro
ULICES / Faculty of Letters, University of Lisbon
The linguistic, cultural and functional diversity related with the English language in today’s world has led to the reconsideration of
fundamental assumptions in English Language Teaching (ELT) and rethinking traditional pedagogical practices.
Teachers and policy makers are faced with challenging issues concerning which instructional variety should be chosen to guide the
various aspects of a curriculum. Up to now, this decision was generally made without much thought, based on former concepts or the status
quo (particular emphasis being given to Standard British or Standard American English). But, when considering today’s society’s use of English
as an international language (EIL), several factors should be further contemplated – these include, for example: students’ needs and goals,
teachers’ expertise and available resources.
Through the years teaching materials in specific have played an essential role in ELT and the current plethora of existing resources
reflects the extent to which institutions and teachers look at published work to shape their teaching methods and goals.
Taking on a textbook oriented approach today, however, does not seem to meet the expectations of most communicative
interactions. Due to the increasing number of English speakers, several implications have risen in the development of materials, leading to an
international perspective of the language.
Due to these relevant issues, this paper focuses on teaching materials used in classrooms. The importance of developing materials
for effective language learning will be discussed, as well as some of the main principles for creating materials that can help prepare students
to interact successfully in English international contexts.
3
27
Prof. Soraya
García Esteban
(Soraya.garciae@
uah.es)
28
Yolanda Joy
Calvo Benzies
University of
Santiago de
Compostela
Technological integration: English language acquisition through
cooperative, collaborative and constructivist activities
As opposed to the set of procedures to be strictly followed in the traditional FL
classroom, this paper proposes a new model for classroom instruction in ELT based on
the constructivist approach that considers learning an active process of construction in
which the student occupies a central position.
Taking into account that the acquisition of a foreign language implies training in
real contexts and social interaction, the authors review the use of several technological
applications (Wikis, Blogs, Blackboard, etc.) and Internet (online dictionaries, Youtube,
Skype, Google search, etc.) to carry out communicative and task-based activities in a
particular subject field.
The fact of developing constructive real tasks related to the professional profile
of the student using new technologies fosters, not only second language learning and
training, but also the technical integration of the different linguistic skills, autonomous
learning, self-evaluation and critical reflection. Using new pedagogical tendencies to
promote collaborative learning making maximum use of cooperative activities in real
contexts involves, consequently, a reconceptualization of the basic functions of
classroom instruction in ELT as it provides a new perspective of (1) the nature of
language learning, (2) the new goals of modern education, (3) the changing roles of FL
teachers and (4) some new trends in ELT evaluation.
Prof. Soraya García Esteban (Soraya.garciae@uah.es)
Dra. Cristina Tejedor Martínez (Cristina.tejedormartinez@uah.es)
Dra. Isabel de la Cruz Cabanillas (Isabel.cruz@uah.es)
Universidad de Alcalá de Henares -Dpto. Filología Moderna
“The teaching of pronunciation does not receive enough attention”, “my EFL textbook does not contain enough exercises on
pronunciation”. The views and perspectives of EFL university students and teachers on the teaching and learning of pronunciation. A
survey-based study
Yolanda Joy Calvo Benzies
University of Santiago de Compostela
Students who graduate in English Studies should have acquired a high level of both oral and written English when they complete their degree,
that is, they should know how to write different kinds of texts, express themselves correctly and understand and interpret written language.
Moreover, they should have obtained a good level of English pronunciation to interact and communicate efficiently. However, is that really so?
Spanish students of English have serious problems with the learning of pronunciation (García 2000, Lambacher 2001, Martínez-Flor 2006).
Several reasons may account for this: a) the irregular correspondence between English spelling and pronunciation; 2) individual learning
differences and 3) the fact that it is not enough to simply pronounce a word or sentence correctly, but one should also communicate with a
certain degree of fluency and accuracy.
The following study aims at identifying the role that pronunciation currently plays in the so-called degree in English Language and Literature
at the University of Santiago from the points of view of teachers and students. Although this study will be concerned with one particular
university, it is expected that the results, findings and conclusions can be extrapolated to many other Spanish and even European tertiary
institutions.
CITED REFERENCES
García Pastor, María Dolores (2000). “Testing oral skills in L2: prochievement speaking tests” in Ferrer Mora et al (eds.). Teaching English in a
Spanish setting. Valencia: Universidad de Valencia. 95-109.
4
Lambacher, Stephen (2001). “A brief guide to resources for developing expertise in the teaching of pronunciation”. Prospect, 16 (1). 63-70.
Martínez-Flor, Alicia, Esther Usó-Juan & Eva Alcón Soler (2006). “Towards acquiring communciative competence through speaking”. In Esther
Usó Juan and Alicia Martinez-Flor (eds.). Current trends in the development and teaching of the four language skills. Berlin: Mouton de Gruyter.
139-157.
29
Sandie Mourão
email:
nettlehouse@m
ail.telepac.pt
Dr. Sandie Mourão
PhD, Didactics & Teacher Education, University of Aveiro.
Teacher educator, consultant & author
email: nettlehouse@mail.telepac.pt
Abstract
Secondary students’ response to the book and the film of The Lost Thing: notes on language and learning with images.
The Lost Thing by Shaun Tan is typical of a picturebook narrative, created from a weave of visual and verbal codes, both contributing
significance. The inter-animation of pictures and words not only fosters a unique reading experience, but new and different meanings come
with each reader (Rosenblatt, 1995) and upon repeated encounters. Tan himself has described his work as "both simple and complex depending upon how the reader chooses to understand it" (Tan, no date: 3). Chambers (1993) provides the basic tenets for supporting
discussion around such a title by encouraging students to take an interpretative stance to their meaning making. In addition, Tan's unique
illustrative style has been transported to the screen, bringing new territories of exploration and interpretation to the viewer, providing
additional affordances for meaning making and response. This presentation shares selected results from a two-month project in a secondary
school in Portugal, where English language learners in the 11th year were observed discussing and interpreting the picturebook and the film,
The Lost Thing. The project's aim was twofold: to focus on content and language (Cox, 2011), more specifically, to increase the students' sense
of inter- and multi-modality, to foster their use and understanding of meta-language related to visual literacy (Bang, 2000; Kress & van
Leeuwen, 1996;), and to develop their English language skills. This presentation briefly discusses the project before sharing some of the
students' responses to the picturebook, The Lost Thing, with a view to describing how these responses diverged upon exposure to the film,
The Lost Thing.
References
Bang, M. (2000). Picture This. How Pictures Work. (New York: Seastar Books)
Chambers, A. (1993) Tell me: children reading and talk (Stroud, Thimble Press).
Cox, C. (2011) Literature -based teaching in the content areas (Thousand Oaks, Cal.: Sage Publications, Inc)
Kress, G., van Leeuwen, T. & (1996) Reading images: the grammar of visual design (London: Routledge).
Nodelman, P. (1988) Words about Pictures. (Georgia: University of Georgia Press.)
Rosenblatt, L.M. (1995) Literature as Exploration (New York: Modern Language Association of America).
Tan, S. “Picture Books: who are they for?” available at www.shauntan.net <http://www.shauntan.net>
30
PL
EN
AR
Y
Dr. Hitomi
Masuhara
Name of the Speaker: Dr. Hitomi Masuhara
Title: Magical Mystery Tour in your class?
– The value of discovery approaches
Abstract:
5
In my session, I’ll show some evidence of how teaching materials tend to focus on knowledge transfer and not enough on providing
opportunities for critical/creative thinking, skills development, autonomy and problem-solving - the kinds of life skills we use every day.
I’d argue that one of the ways of nurturing such vital life skills is to make use of discovery approaches in materials development. I’ll
demonstrate ways of making materials more challenging and engaging to help the learners think critically and creatively and take initiatives in
their own learning.
31
Mercedes
Enríquez de
Salamanca
Santigosa
Facultad de
Educación
(Ciudad Real
Campus)
Mercedes Enríquez de Salamanca Santigosa
Facultad de Educación (Ciudad Real Campus)
Maria.Enriquez@uclm.es
Universidad de Castilla-la Mancha
The learning and acquisition of linguistic, cultural and artistic competence through the reading of literary works in TEFL
I consider that English literature should be fostered in the English Language syllabus for first year students at the Faculty of
Education university of Castilla –La Mancha, Spain.
The intention of this paper/poster is to present a corpus of literary works whose main objective is to promote the acquisition of the
main competences related to linguistics, culture and art.
A series of variables have been studied in order to measure the evolution of the learning process, since my intention is to verify to
what extent the introduction of literary works in the syllabus can be useful. These are : 1. Linguistic complexity, 2. Adaptation of
contents to the learners’ interests, 3. Cultural relevance.
Students were given a survey measuring their linguistic, cultural and artistic progress during the process of language learning and
the level of acceptance of this reading activity as a learning resource which has proved that literary works play an important role in
defining the teaching –learning process, in addition to what and how students achieve literary works.
I also present the students’ results of the assessment done with some concluding remarks.
32
Luís Guerra
Universidade de
Évora, Portugal
Paper proposed: What do English language teachers need to know about English as an International Language?
Luís Guerra
Universidade de Évora, Portugal
ABSTRACT
Some applied linguists have provided a definition of English as an international language (EIL) in order to distinguish it from other concepts
such as English as a foreign language (EFL) or English as a second language (ESL). Whereas EFL and ESL have usually been related to nonnative speakers of English communicating with native speakers of English, English as an international language can be defined as “that English
in all its linguistic and sociolinguistic aspects which is used as a vehicle for communication between non-native speakers only, as well as
between any combination of native and non-native speakers.” (Campbell et al. 1983) In other words, EIL aims at mutual intelligibility and
appropriate language use involving nationals of different countries. Essentially, the concept of EIL focuses on cross-cultural, cross-linguistic
interactions. In order to identify the major features of EIL, Campbell et al. (1983) introduced three principles of teaching EIL (TEIL): (1)
6
knowledge of the different social and cultural patterns and rules present in communicative exchanges involving speakers of more than one
country or culture; (2) training native speakers in the use of English in international contexts; and (3) training non-native speakers in the use of
language with native as well as with non-native speakers. This paper aims at dealing with some pedagogical implications of TEIL in Portuguese
basic and secondary schools. In spite of recent changes in ELT in Portugal, there are still some common ideas based on linguistic and
pedagogical fallacies. Through the proposal of a TEIL paradigm, this paper will point out some of these fallacies hoping to generate ample
debate on the new directions in ELT worldwide and in Portugal.
33
35
Yolanda Joy
Calvo Benzies
University of
Santiago de
Compostela
Consuelo
Montes-Granado
“The teaching of pronunciation does not receive enough attention”, “my EFL textbook does not contain enough exercises on
pronunciation”. The views and perspectives of EFL university students and teachers on the teaching and learning of pronunciation. A
survey-based study
Yolanda Joy Calvo Benzies
University of Santiago de Compostela
Students who graduate in English Studies should have acquired a high level of both oral and written English when they complete their degree,
that is, they should know how to write different kinds of texts, express themselves correctly and understand and interpret written language.
Moreover, they should have obtained a good level of English pronunciation to interact and communicate efficiently. However, is that really so?
Spanish students of English have serious problems with the learning of pronunciation (García 2000, Lambacher 2001, Martínez-Flor 2006).
Several reasons may account for this: a) the irregular correspondence between English spelling and pronunciation; 2) individual learning
differences and 3) the fact that it is not enough to simply pronounce a word or sentence correctly, but one should also communicate with a
certain degree of fluency and accuracy.
The following study aims at identifying the role that pronunciation currently plays in the so-called degree in English Language and Literature
at the University of Santiago from the points of view of teachers and students. Although this study will be concerned with one particular
university, it is expected that the results, findings and conclusions can be extrapolated to many other Spanish and even European tertiary
institutions.
CITED REFERENCES
García Pastor, María Dolores (2000). “Testing oral skills in L2: prochievement speaking tests” in Ferrer Mora et al (eds.). Teaching English in a
Spanish setting. Valencia: Universidad de Valencia. 95-109.
Lambacher, Stephen (2001). “A brief guide to resources for developing expertise in the teaching of pronunciation”. Prospect, 16 (1). 63-70.
Martínez-Flor, Alicia, Esther Usó-Juan & Eva Alcón Soler (2006). “Towards acquiring communciative competence through speaking”. In Esther
Usó Juan and Alicia Martinez-Flor (eds.). Current trends in the development and teaching of the four language skills. Berlin: Mouton de Gruyter.
139-157.
Identity and communication in language teaching and learning.
In this paper I will argue the importance of this complex dimension: identity, in processes of language teaching and learning. Focusing only on
the target language as a linguistic code and considering the students’ sense of identity as something irrelevant is not the best approach if we
pay attention to two essential functions of any language, that of communication and that of constructing identity. In my proposal, I suggest to
create an awareness of these two functions so that the teaching goal can be neatly seen. As studies on bilingualism show, it may be the case
that speakers use one language for purposes of identification and another language just for communication, as a lingua franca (MyersScotton, 2006). Or, it also may be the case that both goals co-exist when using two or more languages. Therefore, the strategies to teach a
target language should take this distinction into account. If the target language is going to be a lingua franca, the students’ first language, the
language they identify with, could have an affective role (and even a cognitive role), as in done in many teaching practices around the world
(Ferguson, 2003). This stance is defended in the Association for Language Awareness (ALA). And if acquiring not only a linguistic code but also
grasping a new identity is the key, then the intercultural competence should be the focus, the awareness of a different system of politeness
(interactional rhetoric) and how this pervades interpersonal communication in cross-cultural situations (Spencer-Oatey & Franklin, 2009).
7
References:
Ferguson, 2003. “Classroom code-switching in post-colonial contexts. Functions, attitudes and policies”. AILA Review, 16, 38-52
Myers-Scotton, C. 2006. Multiple Voices: An Introduction to Bilingualism. Oxford: Blackwell.
Spencer-Oatey, H. & Franklin, P. 2009. Intercultural Interaction. A Multidisciplinary Approach to Intercultural Communication. Palgrave:
Macmillan.
36
Begoña ClavelArroitia and Barry
Pennock-Speck
(Universitat de
València-IULMA,
Spain
Title of talk: Creating online learning objects to deliver discipline-specific competences within the context of an English Studies degree
programme
Name and Affiliation of Presenters: Begoña Clavel-Arroitia and Barry Pennock-Speck (Universitat de València-IULMA, Spain)
Abstract
The first responsibility of an EFL teacher is to help students to become competent in the language at the level of English required. However, in
the English Studies degree programme at the Universitat de València teachers are also required to give students the opportunity to acquire
other competences through the medium of English. Some of these are the ability to recognize different accents, to be comfortable working in
groups, to be aware of issues related to gender-equality, taking care of the environment, etc. The problem is the scarcity of materials that will
allow students to attain these competences. Because of this, the Anglotic group in our university is dedicated to creating learning objects
(LOs) in these cross-curricular areas. These LOs have been designed to be used in a blended learning environment, that is, some of the
activities are carried out on-line while others take place in class. Our LOs are generally made up of some or all of the following: videos, sound
files, reading material, tests and questionnaires to be done on-line and/or in class. These are complemented by a lesson plan and assessment
materials such as rubrics. The lesson plans ensure that not only the creators but other users of the materials have a clear idea how to get the
most out of them.
Our presentation will feature some of our creations. We will also talk about the need to take into account several problems that the creation
of one’s own materials involves. The first is the cost of creating the materials and the second is the amount of time needed to create and
implement them. We will also discuss whether the materials we have created would be suitable for EFL classes in other instructional levels.
Finally, we will discuss the assessment of these materials by instructors and students.
Keywords: ICTs, EFL, Competences, Assessment, Blended Learning.
References:
Jones, E., Voorhees, R. A. & Paulson, K. (2001). Defining and Assessing Learning: Exploring Competency-based Initiatives. Washington, D.C.: U.S.
Department of Education, National Center for Education Statistics.
Maruenda-Bataller, Sergio & Begoña Clavel-Arroitia. (In press): “The Use of ICTs for Competence Teaching: a Practical Approach at the
University of Valencia”. In: Maria Luisa Pérez-Cañado (ed.), Foreign Language Teaching in Europe. Berlin: Peter Lang.
Maruenda-Bataller, Sergio & Begoña Clavel-Arroitía (eds.) (2011): Multiple Academic Voices in Academic and Professional Discourse. Current
Issues in Specialised Language Research, Teaching and New Technologies. Newcastle: Cambridge Scholars Publishing.
37
Julija Spirkoska &
Manuel Padilla
Cruz
University of
Seville
TEACHING OFFERS IN THE EFL CLASS:
WHAT INTERLANGUAGE PRAGMATICS CAN TELL US
Julija Spirkoska & Manuel Padilla Cruz
University of Seville
Pragmatic competence, understood as the knowledge and skills that enable individuals to generate L2 discourse and to interpret L2
input adequately (Kasper 1997), is essential for EFL learners to achieve a satisfactory level of communicative competence and thus develop
their interlanguage (Canale and Swain 1980; Canale 1983; Bachman 1990; Celce-Murcia et al. 1995). Among the many L2 pragmatic aspects
8
indispensable for learners to have a good pragmatic competence are speech acts, and among these are relatively unexplored ones: offers. This
presentation will focus on them and will seek to derive implications for their teaching and practice in the EFL class. More specifically, this
presentation will look into the production of offers by a group of Spanish university B2 students of English. With a view to detecting
pragmatic problems and deficits amenable to pedagogical intervention, it will compare the pragmalinguistic strategies these students select
to make offers in different politeness systems (Scollon and Wong-Scollon 1995) to the strategies selected by a control group of native
speakers of English. In order to do so, this presentation will analyse data gathered through Discourse Completion Tests (DCTs) consisting of
both offer situations and distractors.
Data analysis will show that Spanish informants resort to direct strategies more often than native informants, as they use both hearer- and
38
Mark Wakefield
Interculturality in the Primary EFL Classroom – Challenges and OpportunitiesIn a modern world heavily influenced by the process of
globalization, the English language is the most universal means of communication between different linguistic communities. Notwithstanding
the implications of this reality, a number of forms and strategies exist with respect to intercultural communication.This paper seeks to examine
the nature of interculturality, intercultural communication and related issues such as ethnocentrism and racial intolerance with the major focus
being placed on young EFL learners. Offering a reasoned account for the incidence and development of racially intolerant attitudes in primary
school going children, solutions to this predicament are also explored. Utilizing citizenship education strategies to build awareness and
seeking to promote intercultural communication as a means for greater inter-cultural knowledge and respect, a practical project which
employed intercultural strategies both to reduce racial intolerance and increase motivation will be explored in detail.
39
Author: Dr.
Raquel Criado
University of
Murcia,
Author: Dr. Raquel Criado
Affiliation: English Studies Department. University of Murcia, Spain.
E-mail address: rcriado@um.es
Title: WHAT EVERY ELT PROFESSIONAL SHOULD KNOW: KEY INSIGHTS FROM COGNITIVE PYSCHOLOGY
“The world is full of people who know a great deal about English, but who find it difficult to create a sentence in the language” (Johnson, 2008:
101. Author’s emphasis). This quotation should sound familiar to most EFL teachers in countries such as Spain, where too many students
finish their Higher Secondary Education without having attained a B1 level –despite legislation requirements.
This paper is aimed at shedding some light on this issue by calling the ELT professionals’ attention on the need to be aware about basic
research insights from Cognitive Psychology. Indeed, ELT will be more useful if it activates the type and sequencing of brain-determined
processes targeted at knowledge acquisition and consolidation as revealed by Cognitive Psychology studies.
Accordingly, in this presentation I will focus on two interrelated aspects:
1) Two well-accepted types of knowledge in Cognitive Psychology which are involved in learning: declarative knowledge or “know-that”, i.e.
the formal aspects of a language, and procedural knowledge or “know-how”, i.e. full communicative competence –the ideal goal of ELT.
2)
The optimal cognitive sequences for the attainment of procedural knowledge and their pedagogical adaptations for the ELT classroom.
It will be emphasized that the addition of a cognitive perspective to lesson planning should not be regarded as excluding all considerations
about the emotional factor of language learning (Hutchinson & Waters, 1987) but that both perspectives can be complementary.
The ELT application of the above cognitive concepts and the consideration of student’s motivation will be illustrated by means of the
following pedagogical strategy: the “Communicative Processes-Based Model of Activity Sequencing” (CPM), which has been reported as a
sound theoretical proposal in the teaching of cultural scripts in ELT (Criado, 2009) and has been empirically tested as an effective way of
lesson planning in general ELT courses for adults (Criado, 2010).
References
Criado, R. (2009). Taking scripts as a model of lesson organisation for the integration of culture and language in ELT. Revista Alicantina de
Estudios Ingleses, 22, 295-314.
Criado, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective.
Saarbrücken, Germany: Lambert Academic Publishing.
Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching. (2nd ed.). Harlow, Essex, London; New York: Longman.
9
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.
40
Sergio Maruenda
Bataller
Begoña Clavel
Arroitia
The creation and design of learning objects for ELT through Adobe Acrobat™: Coverage and assessment of cross-disciplinary
competencies
Sergio Maruenda Bataller
Begoña Clavel Arroitia
IULMA - Universitat de València (Spain)
Abstract
Since the Bergen Declaration (2005) and the Berlin Communiqué (2005), the EHEA is taking decisive steps towards taking its rationale and
underpinnings to a further level of concretion. There is a conscious effort on the part of universities and departments involved in language
learning to articulate the changes in the Bologna process in terms of specific methodological advances. These involve introducing innovative
teaching approaches, promoting student-centred learning, developing specific and cross-disciplinary competencies within the ECTS credit
system, etc.
As part of an innovation project being carried out at the University of Valencia (ANGLOTIC - http://anglotic.blogs.uv.es), for the
creation and design of e-materials for language learning using ICT, we present a series of complete and self-contained multimedia learning
objects designed and created using Adobe Acrobat™. The objective of these didactic units is to foster the coverage and acquisition of specific
and cross-disciplinary competencies through a variety of topics (e.g. gender, discourse, pragmatics, ELT, etc.). Available online, these materials
are complemented by an explicit, competence-based evaluation system.
41
Miguel FusterMárquez &
Carmen GregoriSignes
IULMA.
Universitat de
València
Title of talk: Corpus Linguistics: a diagnostic tool in TEFL in Secondary Education
Name and Affiliation of Presenter(s): Miguel Fuster-Márquez & Carmen Gregori-Signes
IULMA. Universitat de València
Area Codes: ICT
Abstract
The authors of this contribution hold the view that Corpus Linguistics (CL) can contribute to effective language learning in secondary
education. To date, most research on the active implementation of CL has concentrated on the area of higher education where the learner
profile corresponds to advanced and more autonomous students (see Fuster 2010; Campoy-Cubillo et al. 2010). As discussed in the literature
(Boulton 2009), factors such as low competence of learners in the target language, lack of training courses, the difficulty of interpreting corpus
concordances, to mention but some, has led to a less enthusiastic attitude to the implementation of CL at lower levels. The present talk
contends that carefully self-designed learner corpora which incorporate different perspectives, as is the case of cross-sectional or longitudinal
analysis in both the written or spoken modes, may increase teacher effectiveness (see Granger 1998, 2002; Aijmer 2009). It is our contention
that CL should be conceived as a tool that can help teachers gain a deeper understanding of their own students’ progress. To illustrate our
claim, this contribution describes a pre-corpus analysis of some common uses of structural discourse markers in compositions of upper
secondary school Spanish learners. The results indicate that a well-structured analysis of classroom data can provide a more reliable picture of
common and persistent deviant patterns in the use of discourse markers (cf. Gregori 1999) than those obtained from non-corpus
observations. Moreover, the empirical analysis of these data facilitates teachers the selection of teaching materials.
References:
Aijmer, K. (ed.) (2009) Corpora and Language Teaching, Amsterdam/Philadelphia: John Benjamins Publishing Company
Fuster-Márquez, Miguel (2010) The challenges of introducing corpora and their software in the English lexicology classroom. In I. Moskowich
et al. (eds.) Language Windowing through Corpora, Universidad de la Coruña: Coruña, pp. 269-288.
Boulton, A. (2009). Testing the limits of data-driven learning: language proficiency and training. ReCALL, 21(1), 37-54.
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Campoy-Cubillo, M.C., B. Bellés-Fortuño and M.LL. Gea-Valor (eds) (2010) Corpus-Based Approaches to English Language Teaching, Continuum:
London & New York.
Granger, S. (1998). Learner English on Computer. Longman, London.
Granger, S., 2002. Computer Learner corpora, Second Language Acquisition, and Foreign Language Teaching. John Benjamins, Amsterdam.
Biodata
Miguel Fuster-Márquez is a senior lecturer in the Departament de Filologia Anglesa i Alemanya (Universitat de València), where he teaches
undergraduate courses like English Lexicology and Contrastive Linguistics on the Master’degree. He is also a member of IULMA (Instituto
Universitario de Lenguas Modernas Aplicadas Universitat de València) where he does research in Corpus Linguistics and its applications,
English lexicology, lexicography and discourse.
Carmen Gregori-Signes is a senior lecturer at the University of Valencia. Her publications and presentations include papers on multimodal and
media discourse analysis, applied linguistics and language education. Her most recent research focuses on the integration of information and
communication technologies (ICT) and Corpus Linguistics and its applications in the teaching of English as a Foreign Language.
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Mark Daubney
Presentation at the TEFL – 4th International Conference on Teaching English as a Foreign Language
Mark Daubney - Adjunct Professor: School of Education and Social Sciences - Leiria Polytechnic Institute
mark.daubney@ipleiria.pt
Presentation title: What trainees on the practicum need to know about anxiety: boon or burden?
Many language teachers know anxiety influences learners in the classroom - especially when speaking. But what about teachers? Do they
experience anxiety? Thornbury says teachers are often in denial when speaking about their own emotions.
Research on language anxiety in Portugal has been largely restricted to my own projects, therefore presenting a unique opportunity to
explore this emotion. My PhD research into anxiety experienced by three female Portuguese TESOL trainees on their practicum indicates that
trainee anxiety in the classroom is significantly influenced by interaction with their fellow trainees and mentors.
In SLA, anxiety is considered an important factor shaping language acquisition and teaching. However, this research focuses largely on
learners not teachers, perhaps because, as language experts, teachers are thought not to be vulnerable to this emotion.
Using a powerpoint, I will define language anxiety and discuss how it has been approached as a negative emotion to be eliminated from the
classroom, an approach often reinforced by quantitative research.
I advocate more teacher-friendly, qualitative research in the classroom, informed by identity work, can help researchers, teachers and teachertrainers to rethink and better understand anxiety - and teaching!
Using data from my research - video-recorded classes of the trainees and audio recorded post-observation conferences with mentors - I will
discuss signs of anxious teacher-behaviour in the classroom (verbal and non-verbal) and how anxiety is subsequently (mis)managed through
interaction with fellow trainees and mentors - factors unexplored in previous research.
I suggest that trainee anxiety during the practicum is 'natural' and intimately related to desired teacher images, motivation and other
constraints of the practicum.
Finally, I discuss interesting parallels between teacher and learner anxiety, implications for teacher training, and advocate that reflection on
anxiety can, ultimately, improve the emotional competence of both TEFL trainees and trainers.
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Sofia Funenga
Sofia Funenga
FCSH
Developing young learners writing skills through the use of blogs and e-mail
(our Masters st)
The use of computers and internet resources can no longer be disconnected from EFL teaching practices and the teachers' approach to the
students, namely young primary school students. This paper explores how it is possible to enhance young learners writing skills by developing
collaborative writing tasks through the use of blogs and e-mail. Setting up blogs - where the students post their texts and comment on other
students’ written pieces - and helping the students writing and replying to other students’ e-mails - focused on a more direct interaction – can
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Sávio Siqueira
(Bahia Federal
University,
Salvador, Brazil)
Abstract
Nicolas Hurst,
Department of
Anglo-American
Studies,
Faculty of Letters,
University of
Porto
help providing a wider audience for writing tasks and a real purpose for the students to write to. Developing writing tasks through the use of
blogs and e-mails can easily be put into practice in any classroom environment and can indeed contribute to the enhancement of the
language and content of the students’ writing, as well as to a more positive and independent attitude towards writing, right from the years of
primary school.
English as a lingua franca and ELT materials: Is the “plastic world” really melting?
Sávio Siqueira (Bahia Federal University, Salvador, Brazil) Abstract
The globality of the English language is a fact and is well-documented. As the world’s current lingua franca, it has unquestionably been
contributing to melt borders, fostering, among other things, multicultural identities (Seidlhofer, 2001; Alptekin, 2010). This peculiar condition
of the English language tells us that several political and pedagogical implications are to be seriously investigated and discussed, especially
when it comes to ELT materials (Prodromou, 1988; Jenkins, 2007; McKay & Bokhorst-Heng, 2008). Often accused of trying to depict and
reproduce a “plastic world” for potential standardized classrooms all over the world, ELT coursebooks have constantly been under scrutiny and
very often highly criticized for their intercultural insensitivity. As Baumgardner (2009: 664) contends, “learners simply do not see themselves in
the texts they are using”. The aim of this research study is to investigate the contents of a few ELT textbooks arguably conceived for global
audiences, and carefully analyze whether they are really being prepared to melt the “plastic world” or are still being parochially designed
towards English hegemonic centers and cultures. Anchored on a comprehensive methodology for evaluating coursebooks, this critical study
has arrived at conclusions which have shown that despite the position occupied by English as the contemporary world’s lingua franca, ELT
materials, in many ways, are still to be seriously challenged in order to really represent in their pages this multicultural and multifaceted world
which more and more is becoming ‘glocally’ interconnected through this language. ReferencesAlptekin, C. (2010) Redifining multicompetence
for bilinguism and ELF. International Journal of Applied Linguistics, 20/1, 95-110. Baumgardner, R. J. (2009) Teaching World Englishes. In
Kachru, B. B.; Kachru, Y.; Nelson, C. L. (Eds.) The Handbook of World Englishes. Malaysia: Wiley-Blackwell, 661-679. Jenkins, J. (2007) English as
a lingua franca: attitude and identity. Oxford, UK: Oxford University Press. McKay, S. L.; Bokhorst-Heng, W. (2008) International English in its
sociolinguistic contexts: towards a socially sensitive EIL pedagogy. New York/London: Routledge. Prodromou, L. (1998) English as cultural
action. ELT Journal, 42/2, 73-83. Seidlhofer, B. (2001) Closing a conceptual gap: the case for a description of English as a lingua franca.
International Journal of Applied Linguistics, 11/2, 133-58.
Constituting content in coursebooks: representing culture and language in Portuguese produced ELT materials.
Portuguese produced English language teaching materials (here, coursebooks) form the backbone of the organisation and execution of
English Language Teaching procedures in the state school system of Portugal. The world that exists within coursebooks provides Portuguese
learners of English with an important (unique?) interface with an additional culture: in this light it is important to recognise to what extent
these materials help learners “to become more aware of the target culture norms and behaviours; to recognise and understand more about other
cultural beliefs and norms” (Johnson & Rinvolucri, 2010: 16). This paper will focus initially on theoretical considerations related to the role of
coursebooks in ELT; in addition, specific examples of how culture and language (if indeed these are separate entities) are represented will be
discussed. A historical perspective will be developed by focussing on materials from selected coursebooks produced by various different
publishing houses at key moments in Portugal over the last c.30 years.
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