THE UNIVERSITY OF FIJI
School of Humanities, Arts and Communication
Department of Language, Literature & Communication
Postgraduate Diploma in Teaching English as a Second Language
LLC413: Second Language Teaching Methodology
Semester- 2, 2020
Assessment 1: Annotated Bibliography
Name: Kunal Prasnil Goundar
ID Number: 20140431
TPF: 111933
FTRA: 23335
Course Coordinator: Ms. Manpreet Kaur
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ANNOTATED BIBLIOGRAPHY
Reading 1: Language Teaching Approaches: An Overview
By: Marianne Celce-Murcia
SUMMARY
Celce-Murcia, M. (ed.) (1991). Teaching English as a second or foreign language (2 nd ed.).
Boston, Massachusetts: Heinle & Heinle Publishers.
The field of second language teaching has undergone many fluctuations and dramatic shifts over the
years.
Prior to this century, language teaching methodology vacillated between two types of approaches:
one type of approach which focused on using a language, the other type which focused on analyzing
a language.
We can assume that the teachers or tutors used informal and direct approaches to convey the form
and meaning of the language they were teaching and that they used aural-oral techniques with no
language textbooks per se, but rather a small stock of hand-copied written manuscripts of some sort,
perhaps a few texts in the target language, or crude dictionaries that listed equivalent words in two
or more languages side by side.
De Sauzé's endeavor was not completely successful since there were too few foreign language
teachers who were fluent speakers of the language they were teaching.
The teacher is expected to have good general proficiency in the target language as well as an ability
to analyze the target language.
The four more recently developed approaches also do this to some extent; however, each one is
grounded on a slightly different theory or view of how people learn second or foreign languages, or
how people use languages, and each has a central point around which everything else revolves:
Cognitive Approach: Language is rule-governed cognitive behavior.
In contrast to the structural syllabus, the Reading Approach is text based, and this kind of language
course is organized around texts and vocabulary items with only minor consideration given to
grammar.
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ANNOTATED BIBLIOGRAPHY
Reading 2: Communicative Curriculum Design for the 21st Century
By: Sandra J. Savignon
SUMMARY
Sandra J. Savignon, J. S. (ed.) (2002). Communicative Curriculum Design for the 21st Century.
United States of America: Pennsylvania State University.
In Japan, for example, the guidelines published by the Ministry of Education in The Course of
Study for Senior High School state the following objectives of ELT: "To develop students' ability to
understand and to express themselves in a foreign language; to foster students' positive attitude
towards communicating in a foreign language; and to heighten their interest in language and
culture, thus deepening international understanding".
Beyond the Classroom Language Arts Language arts, or language analysis, is the first component
on the list.
Language for a Purpose Language for a purpose, or language experience, is the second component
on the list.
In an EFL setting, where the teacher may have a language other than English in common with
learners, special attention needs to be given to providing opportunities for English language
experience.
Kusano Hubbell goes on to report the positive reactions she receives at the end of the term:
"Completely different from any class I've ever had!" "I have never expressed my own ideas in
English before. Work was always to translate this section, to fill in the blanks or read. It was all
passive." "In my career of English education from junior high to cram school there was no teacher
who spoke English other than to read the textbooks." My Language is Me: Personal English
Language Use Personal English language use, the third component in a communicative curriculum,
relates to the learner's emerging identity in English.
These opportunities for computer-mediated communication will increase dramatically in the years
ahead. Putting it all together How do we put it all together? Is there an optimum combination of
language arts, personal language use, language for a purpose, theater arts, and language use beyond
the classroom? These questions must be answered by individual teachers for their learners in the
context where they teach.
A now well-established research tradition in second/foreign language learning/teaching has clearly
shown the importance of attention to language use, or experience, in addition to language analysis.
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ANNOTATED BIBLIOGRAPHY
Reading 3: Guidelines for Classroom Language Teaching
By: Graham Crookes and Craig Chaudron
SUMMARY
M. Celce-Murcia (ed.). (1991). Guidelines for Classroom Language Teaching. Rowley, MA:
Newbury House.
Knowledge concerning what goes on in the classroom between teacher and students is obviously
the core area of information pertaining to formal second language teaching and learning.
Although knowledge of out-of-class aspects of SL teaching such as needs analysis, curriculum
design, lesson planning, materials design, and evaluation are necessary for a truly professional
operation, at times when these must be dealt with minimally, so long as there is a teacher
working with a group of students, the essence of classroom SL teaching is present, and SL
learning is possible.
For the untrained teacher, a good textbook can stand for a syllabus and training program, while
an experienced teacher will not hesitate to use the text as an aid, adopting parts, adapting other
elements, and dispensing with it completely under some circumstances.
Nunan cites a 1985 study by K. Eltis and B. Low which polled 445 teachers on the perceived
usefulness of teaching activities, and the following ranking was found: students working in
pairs/small groups role-play language games reading topical articles students making oral
presentations doze exercises.
Ultimately, teachers must remain current with findings of research in second language
acquisition, in order to be Crookes and Chaudron: Guidelines for Classroom Language Teaching
61 knowledgeable about fixed sequences of acquisition, for it is unlikely that any sort of error
correction or feedback can radically influence these.
We can remind teachers of a number of fairly obvious points, some of 1 Teaching Methodology
which derive from research using the LEI others from recent developments in the study of
motivation.
Presents a simple and straightforward model I Teaching Methodology I J.M which enables
teachers to add an investigatory technique to their classroom teaching.
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ANNOTATED BIBLIOGRAPHY
Reading 4: Oral Skills Testing: A Rhetorical Task Approach
By: Lazaraton Anne and Riggenbach Heidi
SUMMARY
Küster, M. W., Ludwig, C., & Aschenbrenner, A. (2009). TextGrid: eScholarship und vernetzte
AngeboteTextGrid: eScholarship in a Network of Resources. It - Information Technology, 51(4),
1–25. https://doi.org/10.1524/itit.2009.0540
Many oral proficiency tests, such as the Cambridge First Certificate Examination, the General
Tests of English Language Proficiency and the Speaking Proficiency English Assessment Kit use
discrete component-oriented rating scales to evaluate aspects of oral proficiency.
The final objective in the test METHOD Subjects the Rhetorical Task Examination was
administered the Fall quarter, 1986, to a total of 52 ESL/EAP students at UCLA. Oral Skills
Testing 199 These three multi-skills courses were required of foreign students who placed below
an exempt proficiency level as determined by the ESL Placement Examination 1986 version.
202 Lazaraton & Riggenbach Rating Procedures we served as test administrators, as raters, and
as co-instructors for the low-intermediate course at the time of the test administration.
Oral Skills Testing TABLES Wilcoxon Matched-Signs Ranked 33A Pairs Test Pretest and
Posttest Ratings 205 206 Lazaraton & Riggenbach Measurement Characteristics Concerning the
reliability of semi-direct tests of oral proficiency, test content variation is not a problem, but the
Clifford, assignment of consistent ratings is a concern.
Inter-rater of the RTE were calculated along three dimensions: the two versions of the test, the
two times at which the test was administered, and the two scales on which students were rated.
Washington, DC: TESOL Oral Skills Testing 213 Oral Skills Testing 213 APPENDIX A
EXAMPLE A Prompt Some people believe that all for Opinion high school students in every
country should be required to learn at least one foreign language.
In summation vocabulary are very limited and usually inadequate for accomplishing Results
claimed in this article using an adaptation of an ETS testing instrument should in no way be
construed as confirming or denying the validity of the original test on which it was based, or as
possessing any validity of the original test.
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REFERENCE
Celce-Murcia, M. (ed.) (1991). Teaching English as a second or foreign language (2nd ed.).
Boston, Massachusetts: Heinle & Heinle Publishers.
Küster, M. W., Ludwig, C., & Aschenbrenner, A. (2009). TextGrid: eScholarship und vernetzte
AngeboteTextGrid: eScholarship in a Network of Resources. It - Information Technology, 51(4),
1–25. https://doi.org/10.1524/itit.2009.0540
M. Celce-Murcia (ed.). (1991). Teaching English as a second or foreign language. Rowley, MA:
Newbury House.
Sandra J. Savignon, J. S. (ed.) (2002). Communicative Curriculum Design for the 21st Century.
United States of America: Pennsylvania State University.
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