I Need Help Finding Links to Resources and Research Material
Posted: Wed Sep 01, 2004 4:47 am
Hi all, I have just registered with the forums, so would first like to introduce myself.
I have been teaching here in Asia (Taiwan) for around 3 years, mostly kids, some adults all levels from beginner to IELTs classes. I have also done some curriculum, lesson materials, and training materials development. If anyone thinks I could help him or her in the future, feel free to PM me.
I have just moved to a position as a full time writer/editor and need some help fining resources that I need to do this job well. Coming from a purely teaching background I now want to familiarize myself with other important aspects of ESL e.g. pedagogical concerns, language acquisition theories etc. I realize I am not going to become an expert, especially with my deadlines, but I still want to be confident that the decisions I make with the work I produce have some scientific reasoning.
Any links you have on the following will help me greatly (to begin with at least)
The order of grammatical morphemes acquisition.
What to teach first, then what…? From experience and looking at other curriculums I have made an attempt at an ordered language progression, but I have read mention of Krashen’s “The Natural Order Hypothesis” being based upon and supported by research, but I cannot find anywhere, that details these findings. Help please.
Long/full/complete sentences Vs Short/natural ones.
The books here are split between which they use e.g.
What did you do yesterday?
a. I watched TV yesterday.
b. I watch TV.
What does your mother like to do?
a. My mother likes to play tennis.
b. She likes to play tennis.
Is it a big ball?
a. No, it is not a big ball.
b. No, it is not. It is a small ball.
I hope those examples are enough to illustrate the difference I am getting at.
Some people have argued that way a. helps students notice the patterns and formulas in the structures quickly and makes it simpler for learners. Others (including me) argue the way b. more naturally reflects English as used by speakers outside the classroom. That it creates faster dialogues where information is offered and exchanged rather than given only by request, and in some cases that way a. is “bad English”
Does only know of any research that looks at the effects of using these different ways upon students’ progress? Does anyone know of places where this issue is discussed, debated, argued?
Thanks for reading this long post, and for any help you can offer.
I have been teaching here in Asia (Taiwan) for around 3 years, mostly kids, some adults all levels from beginner to IELTs classes. I have also done some curriculum, lesson materials, and training materials development. If anyone thinks I could help him or her in the future, feel free to PM me.
I have just moved to a position as a full time writer/editor and need some help fining resources that I need to do this job well. Coming from a purely teaching background I now want to familiarize myself with other important aspects of ESL e.g. pedagogical concerns, language acquisition theories etc. I realize I am not going to become an expert, especially with my deadlines, but I still want to be confident that the decisions I make with the work I produce have some scientific reasoning.
Any links you have on the following will help me greatly (to begin with at least)
The order of grammatical morphemes acquisition.
What to teach first, then what…? From experience and looking at other curriculums I have made an attempt at an ordered language progression, but I have read mention of Krashen’s “The Natural Order Hypothesis” being based upon and supported by research, but I cannot find anywhere, that details these findings. Help please.
Long/full/complete sentences Vs Short/natural ones.
The books here are split between which they use e.g.
What did you do yesterday?
a. I watched TV yesterday.
b. I watch TV.
What does your mother like to do?
a. My mother likes to play tennis.
b. She likes to play tennis.
Is it a big ball?
a. No, it is not a big ball.
b. No, it is not. It is a small ball.
I hope those examples are enough to illustrate the difference I am getting at.
Some people have argued that way a. helps students notice the patterns and formulas in the structures quickly and makes it simpler for learners. Others (including me) argue the way b. more naturally reflects English as used by speakers outside the classroom. That it creates faster dialogues where information is offered and exchanged rather than given only by request, and in some cases that way a. is “bad English”
Does only know of any research that looks at the effects of using these different ways upon students’ progress? Does anyone know of places where this issue is discussed, debated, argued?
Thanks for reading this long post, and for any help you can offer.