Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 4, 2002
Department of General & Applied Linguistics
Working Papers in Applied Linguistics
PAPER 0213.700A LINGUISTICS FOR LANGUAGE TEACHING .............................................................................7
ASSIGNMENT BY ANGELA STEPHENS.........................................................................................................................7
MODALITY.................................................................................................................................................................7
Introduction..........................................................................................................................................................7
Definitions............................................................................................................................................................7
Some complexities ...............................................................................................................................................8
The modal verbs of obligation and necessity .......................................................................................................9
Difficulties faced by the learner group...............................................................................................................11
The course book .................................................................................................................................................11
Further work.......................................................................................................................................................12
Conclusion .........................................................................................................................................................13
References..........................................................................................................................................................14
Appendix: The learner group ............................................................................................................................15
PAPER 0213.701B LANGUAGE ASSESSMENT AND EVALUATION.......................................................................17
ASSIGNMENT BY DESIRÉE SAMUELSON ...................................................................................................................17
QUALITATIVE RESEARCH: A VIABLE METHOD OF EVALUATING SECOND LANGUAGE PROGRAMMES ....................17
Introduction........................................................................................................................................................17
An outline of the issues that are investigated .....................................................................................................17
The characteristics and origins of qualitative research.......................................................................................18
The role of ethnography in SLA research. .........................................................................................................18
The methodologies of qualitative research.........................................................................................................19
Debate and criticism concerning the use of qualitative research in SLA ...........................................................20
The issues surrounding the concept of validity in qualitative research ..............................................................21
Theories that influence qualitative research.......................................................................................................22
The significance of qualitative research in second language teaching ...............................................................23
Examples of teacher involvement in qualitative research ..................................................................................23
Conclusion .........................................................................................................................................................23
References..........................................................................................................................................................25
PAPER 0213.701BLK LANGUAGE ASSESSMENT AND EVALUATION..................................................................27
ASSIGNMENT BY RICHARD LAWRENCE ...................................................................................................................27
FROM DISCRETE ITEM TESTING TO INTEGRATIVE TESTING: RECENT DEVELOPMENTS AND QUESTIONS IN
COMPUTER-BASED LANGUAGE TESTING .................................................................................................................27
Introduction........................................................................................................................................................27
A brief historical overview of CBT....................................................................................................................27
Advantages and disadvantages of CBT..............................................................................................................28
Looking ahead – technological possibilities for CBT and CALT ......................................................................30
Oral testing software and emerging technologies ..............................................................................................31
Conclusions........................................................................................................................................................32
References..........................................................................................................................................................33
PAPER 0213.702BLK SOCIAL & PSYCHOLOGICAL ASPECTS OF LANGUAGE TEACHING & LEARNING .....35
ASSIGNMENT BY ROSIE WALLIS ..............................................................................................................................35
CULTURE IN THE NEW ZEALAND CLASSROOM: DEALING WITH POSSIBLE MISMATCHES IN EXPECTATIONS, BELIEFS
AND ATTITUDES .......................................................................................................................................................35
Introduction........................................................................................................................................................35
Cultural mismatches...........................................................................................................................................36
Attitudes to learning and teaching......................................................................................................................36
Behaviour, attitudes and beliefs in the classroom ..............................................................................................37
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Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 4, 2002
Influence of environment on teaching and learning ...........................................................................................38
Dealing with cultural mismatches and creating a supportive learning environment ..........................................39
Dealing with different approaches to teaching and learning ..............................................................................40
Dealing with a variety of attitudes and beliefs in the classroom ........................................................................41
Conclusion .........................................................................................................................................................42
References..........................................................................................................................................................43
PAPER 0213.750B ISSUES IN COMPUTER-ASSISTED LANGUAGE LEARNING (CALL).....................................45
ASSIGNMENT BY JONO RYAN ..................................................................................................................................45
ELECTRONIC LITERACY FOR L2 STUDENTS OF ACADEMIC ENGLISH .......................................................................45
Introduction........................................................................................................................................................45
The relevance of electronic literacy ...................................................................................................................45
Defining literacy ................................................................................................................................................46
Defining electronic literacy................................................................................................................................46
The sources of literacy .......................................................................................................................................47
E-texts vs. p-texts...............................................................................................................................................48
An electronic literacy approach: What new skills do my learners need? ..........................................................50
Discussion and conclusion .................................................................................................................................51
References..........................................................................................................................................................53
PAPER 0213.501A RESEARCH METHODS IN APPLIED LINGUISTICS ................................................................55
ASSIGNMENT BY JIM FURNISS .................................................................................................................................55
VARYING TEACHER NON-VERBAL COMMUNICATION IN AN ESL CLASSROOM: A CASE STUDY .................................55
Overall purpose ..................................................................................................................................................55
Relevant background literature ..........................................................................................................................55
Research question ..............................................................................................................................................56
Operational definitions.......................................................................................................................................56
Theoretical framework .......................................................................................................................................58
Research methodology.......................................................................................................................................59
Anticipated problems and limitations of the study.............................................................................................60
Significance of the research ...............................................................................................................................62
References..........................................................................................................................................................64
Appendix: Categories of non-verbal behaviour .................................................................................................66
PAPER 0213.520B EDUCATIONAL LINGUISTICS ..................................................................................................67
ASSIGNMENT BY GRERE COUTIE .............................................................................................................................67
REPORT ON TEACHER EDUCATION ..........................................................................................................................67
Introduction........................................................................................................................................................67
Why internships?................................................................................................................................................68
Suggested syllabus content and evaluation of the internship .............................................................................70
The classroom experience ..................................................................................................................................70
Individual analysis and reflection ......................................................................................................................71
Weekly group meetings......................................................................................................................................71
Implications for the teacher training programme ...............................................................................................72
Finding mentors .................................................................................................................................................72
Training mentors ................................................................................................................................................72
Further implications for mentors and course convenors and the Diploma programme......................................73
Conclusion .........................................................................................................................................................73
References..........................................................................................................................................................74
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Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 4, 2002
PAPER 0213.522BLK CURRENT ISSUES IN APPLIED LINGUISTICS ...................................................................75
ASSIGNMENT BY JUDITH SIMPSON ...........................................................................................................................75
ETHICAL ISSUES IN LANGUAGE TESTING: TOWARDS CRITICAL LANGUAGE TESTING AND BEYOND .......................75
Introduction........................................................................................................................................................75
Theoretical background......................................................................................................................................75
The use and effects of language tests in educational contexts ...........................................................................76
The use and effect of language tests in policy contexts .....................................................................................78
Accountability and ethics in language testing....................................................................................................79
Critical language testing and beyond .................................................................................................................80
Future directions ................................................................................................................................................83
Conclusion .........................................................................................................................................................83
References..........................................................................................................................................................84
PAPER 0213.530A DISCOURSE ANALYSIS ..............................................................................................................87
ASSIGNMENT BY JENNY BALMER ............................................................................................................................87
AN EVALUATION OF THE DISCOURSAL ELEMENTS USED IN A COMMERCIALLY AVAILABLE TEXTBOOK THAT
FOCUSES ON TEACHING WRITING FOR LANGUAGE LEARNERS ................................................................................87
Introduction........................................................................................................................................................87
Unit 2: Narration ................................................................................................................................................88
Unit 3: Description.............................................................................................................................................89
Unit 5: More about paragraph organisation .......................................................................................................90
Unit 6: Essay organisation .................................................................................................................................91
Unit 8: Supporting an opinion............................................................................................................................92
Unit 9: Comparison-contrast ..............................................................................................................................93
Conclusion .........................................................................................................................................................93
References..........................................................................................................................................................94
PAPER 0213.560BLK LANGUAGE POLICY AND PLANNING ................................................................................95
ASSIGNMENT BY MARAEA HUNIA ...........................................................................................................................95
WHAT CAN AND SHOULD BE DONE, AND BY WHOM, IN THE SCHOOLS IN NEW ZEALAND TO ENSURE THAT ALL
STUDENTS ARE ABLE TO “USE ORAL, WRITTEN, AND VISUAL LANGUAGE EFFECTIVELY IN A RANGE OF
CONTEXTS” .............................................................................................................................................................95
Introduction........................................................................................................................................................95
School and national documents..........................................................................................................................95
Methodology ......................................................................................................................................................96
Participants.........................................................................................................................................................97
Setting ................................................................................................................................................................98
Categories of analysis ........................................................................................................................................98
Findings..............................................................................................................................................................99
Conclusion .......................................................................................................................................................104
References........................................................................................................................................................105
Appendix 1: Consent form ...............................................................................................................................106
Appendix 2: Interview sheet and guiding questions.........................................................................................107
Appendix 3: The four aspects of review ..........................................................................................................108
Appendix 4: Excerpts from the school language policy 1998..........................................................................109
Appendix 5: Excerpts from Te Aho Matua .....................................................................................................109
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