Papers by Moyra Sweetnam Evans
The International Journal of Learning: Annual Review, 2007
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New Zealand Studies in Applied Linguistics, 2011
This paper reports on the code-switching, strategy use and comprehension monitoring evidenced in ... more This paper reports on the code-switching, strategy use and comprehension monitoring evidenced in the reading recalls and responses of a group of undergraduate students at the University of Otago who have Korean as their first language. The bilingual participants in this project were intentionally given no instructions on how to read five texts written in English, no information about textual genres and no specific tasks to complete while reading the texts, in order that their reading comprehension, recalls and responses would be as undirected as possible. The participants showed a preference for using their first language in the recalls and responses. They were able to distinguish between textual genres, monitor their own comprehension and engage in the kinds of higher-level comprehension processing which some researchers have claimed are not always within the range of second language readers’ skills. They were aware of textual structure and had specific expectations for different genres. The findings that indicate that they made use of their first language, alongside the second language, to comprehend and interpret texts, suggest that second-language teachers might reconsider restrictions on first language use in the second language classroom, especially when requiring learners to respond to and recall written texts.
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Reading in a Foreign Language, Apr 15, 2017
The aim of this study was to explore the effects of post-reading group discussions in both first ... more The aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners' reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom.
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This chapter discusses the role of filming, evaluation and feedback in a semester-long TESOL teac... more This chapter discusses the role of filming, evaluation and feedback in a semester-long TESOL teacher trainee practicum which is a component of a New Zealand Bachelor degree TESOL minor and also of a graduate diploma in second language teaching offered by a linguistics programme. Both are offered by the linguistics section within a department of English and Linguistics.
Teacher training as part of a university programme throws up a number of challenges. If the course is not under the auspices of an education faculty, students cannot be absent from campus for extended practice teaching in local schools, because of their commitments to lectures in other faculties. Nevertheless students still have to acquire teaching skills which require observation, practice, repetition, feedback and importantly, time for reflection.
In the practicum outlined here, attempts have been made to meet these challenges in a variety of ways. Opportunities are provided for weekly observations of experienced teachers at a university-owned language school and for weekly teaching of a group of international teenagers on an exchange year at a local polytechnic. Students are filmed as they take their turns at practice teaching and multiple avenues of feedback are afforded throughout the semester
Feedback from the students demonstrates that they value the community of trust and camaraderie in the class as they engage in the joint construction of collective knowledge and skills which they will transfer to their own future practices as teachers of English to speakers of other languages
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Codeswitching in University English-medium Classes - Asian Perspectives
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Journal of pragmatics, Jan 1, 2011
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Journal of Pragmatics, Jan 1, 2010
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Tydskrif vir letterkunde, Jan 1, 2010
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ijl.cgpublisher.com
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Books by Moyra Sweetnam Evans
In the project reported on here, the researcher conducted focus group discussions with participan... more In the project reported on here, the researcher conducted focus group discussions with participants during a fifty-day data-collection trip round South Africa in early 2014, twenty years after the end of the apartheid regime. Participants, who represented most language and ethnic groups in the country and a wide range of ages and educational backgrounds, discoursed on their daily language use, language preferences, factors influencing language choices, code-switching habits and views on the benefits of multilingualism and multi-culturalism. They also presented their views of the current language-in-education policies and their predictions for the long-term future of the languages in the country in general and of their own first languages in particular. Of special interest are the differing ways in which participants attempt to ensure that their heritage languages are passed on to the next generation.
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Papers by Moyra Sweetnam Evans
Teacher training as part of a university programme throws up a number of challenges. If the course is not under the auspices of an education faculty, students cannot be absent from campus for extended practice teaching in local schools, because of their commitments to lectures in other faculties. Nevertheless students still have to acquire teaching skills which require observation, practice, repetition, feedback and importantly, time for reflection.
In the practicum outlined here, attempts have been made to meet these challenges in a variety of ways. Opportunities are provided for weekly observations of experienced teachers at a university-owned language school and for weekly teaching of a group of international teenagers on an exchange year at a local polytechnic. Students are filmed as they take their turns at practice teaching and multiple avenues of feedback are afforded throughout the semester
Feedback from the students demonstrates that they value the community of trust and camaraderie in the class as they engage in the joint construction of collective knowledge and skills which they will transfer to their own future practices as teachers of English to speakers of other languages
Books by Moyra Sweetnam Evans
Teacher training as part of a university programme throws up a number of challenges. If the course is not under the auspices of an education faculty, students cannot be absent from campus for extended practice teaching in local schools, because of their commitments to lectures in other faculties. Nevertheless students still have to acquire teaching skills which require observation, practice, repetition, feedback and importantly, time for reflection.
In the practicum outlined here, attempts have been made to meet these challenges in a variety of ways. Opportunities are provided for weekly observations of experienced teachers at a university-owned language school and for weekly teaching of a group of international teenagers on an exchange year at a local polytechnic. Students are filmed as they take their turns at practice teaching and multiple avenues of feedback are afforded throughout the semester
Feedback from the students demonstrates that they value the community of trust and camaraderie in the class as they engage in the joint construction of collective knowledge and skills which they will transfer to their own future practices as teachers of English to speakers of other languages