LAN 5171 LIST OF READINGS FOR ASSIGNMENT 1: PART A: PRESENTATIONS

Session 4 Reading Fatihi, A. The role of needs analysis in ESL program design. South Asian Language Review, 13 (1&2), 39-59. Han, S. (2005). Good teachers know where to scratch when learners feel itchy: Korean learners' views of native-speaking teachers of English. Australian Journal of Education, 49 (2), 197-214. Zha, S., Kelly, P., Park, M. & Fitzgerald, G. (2006). An investigation of communicative competence of ESL students using electronic discussion boards. (English as a Second Language ). Journal of Research on Technology in Education, 38(3), 349-367. Scott, C. & Erduran, S. (2004). Learning from international frameworks for assessment: EAL descriptors in Australia and the USA. Language Testing, 21(3), 409-431. Park, C. (2002). Crosscultural differences in learning styles of secondary English learners. Bilingual Research Journal, 26(2), 443-459. Burns, A. (2003). ESL curriculum development in Australia: Recent trends and debates. RELC Journal, 34, 261-283. Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. Clarke, D. (1991). The negotiated syllabus: What is it and how is it likely to work? Applied Linguistics, 12(1), 13-18. Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26 (3), 376401. Timmons, I. (2008).The lexical approach is dead: Long live the lexical dimension! Modern English Teacher, 17(3), 5-10. Bourke, J. (2006). Designing a topic-based syllabus for young learners. ELT Journal, 60(3), 279-286. Stoller, F. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283. Johnson, K. & Jackson, S. (2006). Comparing language teaching and other-skill teaching: Has the language teacher anything to learn? System, 34, 523-546. Lam, W. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions. Language Teaching Research, 13(2),129-150. Michell, M. & Sharpe, T. (2005). Collective instructional scaffolding in English as a second language classrooms. Prospect, 20(1), 31-58. Dufficy, P. (2005). 'Becoming' in classroom talk. Prospect, 20(1), 59-81. Hammond, J. & Gibbons, P. (2005). Putting scaffolding to work: the contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6-30. Nunn, R. (2000). Designing rating scales for small-group interaction. ELT Journal, 54(2), 169-178. Group

Group 10

Group 8

6 7 8

Group 6 Group 7 Group 4 Group 3 Group 14 Group 1 Group 2

Group 13 Group 11 17? 17? Group 9 Group 5

10 11

12

Session on the left hand side indicates when the presentation is to be given on campus and the week in which the 2 questions will be put up and discussed on the discussion board. This is the complete list of readings with groups assigned for the PRESENTATIONS. Please read the requirements in the Unit Handbook very carefully. Also, please note that the 5-7 minute limit will be very strictly adhered to. All of these articles are freely available either through the ECU Library or the internet (via Google Scholar or Google search) and they are not on e-reserve. You will need to access these articles independently. The library has updated their website and has a new search engine. I suggest that you take the time to attend a library session so that you can use this search engine effectively.