Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 5, 2003
Department of General & Applied Linguistics
Working Papers in Applied Linguistics
Undergraduate ..............................................................................................................7
Paper 0208.204B Introduction to Applied Linguistics ................................................7
Assignment by Emily Turk .................................................................................................7
The Role of the Language Teacher: Some Implications of Linguistic Imperialism.......7
Introduction..................................................................................................................................... 7
The linguistic imperialism of English ............................................................................................. 8
How imperialism impacts upon the work of teachers ..................................................................... 9
What could / should teachers do ................................................................................................... 10
Conclusion .................................................................................................................................... 11
References..................................................................................................................................... 12
The Postgraduate Diploma in Second Language Teaching......................................13
Paper 0213.700A Linguistics for Language Teaching..............................................13
Assignment by Christina Gera..........................................................................................13
Aspect ..................................................................................................................................13
Introduction................................................................................................................................... 13
Tense, aspect, modality and the passive........................................................................................ 13
Definition of aspect....................................................................................................................... 14
Complexities ................................................................................................................................. 14
Formal........................................................................................................................................... 14
Semantic........................................................................................................................................ 15
Other ............................................................................................................................................. 15
Two complexities.......................................................................................................................... 15
Discussion of the particular difficulties ........................................................................................ 17
The treatment of present progressive in the course book Upper-Intermediate, Student’s Book,
New Headway English Course. .................................................................................................... 18
Further work needing to be done by the teacher ........................................................................... 18
Conclusion .................................................................................................................................... 20
References..................................................................................................................................... 21
Paper 0213.700YBLK Linguistics for Language Teaching ......................................23
Assignment by Melanie Brown .........................................................................................23
Modality ..............................................................................................................................23
Introduction................................................................................................................................... 23
Definitions .................................................................................................................................... 23
Complexities ................................................................................................................................. 23
Complexities for Japanese learners of English ............................................................................. 24
The textbook ................................................................................................................................. 26
Recommendations......................................................................................................................... 27
Conclusions................................................................................................................................... 28
References..................................................................................................................................... 29
Appendix 1: Ways of Expressing Obligation in Japanese ............................................................ 30
Appendix 2: Student Details ......................................................................................................... 31
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Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 5, 2003
Paper 0213.701B Language Assessment and Evaluation .........................................33
Assignment by Janet Harvey and Rachael Farrell .........................................................33
Issues Involved with Portfolio Type Assessment.............................................................33
Introduction................................................................................................................................... 33
Limitations .................................................................................................................................... 33
Holistic assessment ....................................................................................................................... 34
Reflection...................................................................................................................................... 35
Flexibility...................................................................................................................................... 36
Content and purpose ..................................................................................................................... 37
Self-assessment ............................................................................................................................. 37
Developing self-assessment .......................................................................................................... 38
The teacher’s role.......................................................................................................................... 39
Ownership and responsibility........................................................................................................ 39
Evaluation ..................................................................................................................................... 40
Portfolios are time-consuming ...................................................................................................... 40
Conclusion .................................................................................................................................... 41
References..................................................................................................................................... 42
Paper 0213.702B Language Assessment and Evaluation .........................................43
Assignment by Anna Marie S. Oblepias ..........................................................................43
Intercultural Competence: An Antidote in these our Troubled Times .........................43
Introduction................................................................................................................................... 43
Traditional constructs of communicative competence .................................................................. 43
Intercultural competence as a construct of communicative competence ...................................... 44
The acquisition of intercultural competence ................................................................................. 47
Conclusion .................................................................................................................................... 48
References..................................................................................................................................... 50
Paper 0213.724B Reflective Practice in Language Teaching...................................51
Assignment by Christina Smith ........................................................................................51
A Comparison of Teacher and Learner Beliefs about Effective Preparation Tasks,
Practices and Strategies for Preparing for Academic Writing for IELTS ...................51
Introduction................................................................................................................................... 51
Method of data collection ............................................................................................................. 52
Responses to the questionnaire ..................................................................................................... 53
Beliefs about preparing for writing for IELTS.............................................................................. 54
Beliefs about whole class, pairs or groups, and individual work. ................................................. 57
Implications for practice ............................................................................................................... 58
Suggestions for further research for teachers................................................................................ 60
Conclusion .................................................................................................................................... 61
References..................................................................................................................................... 62
Appendix 1: Questions 1-6 ........................................................................................................... 63
Appendix 2: Questions 7-14; 24 ................................................................................................... 64
Appendix 3: Questions 16 and 17 ................................................................................................. 66
Paper 0213.750YBLK Issues in Computer-Assisted Language Learning................67
Assignment by Wendy Buchanan and Anthea Fester.....................................................67
Survey of Computer Use for Language Learning ...........................................................67
Introduction................................................................................................................................... 67
Teacher training ............................................................................................................................ 68
Barriers to using computers .......................................................................................................... 69
Age issues ..................................................................................................................................... 71
Student issues................................................................................................................................ 72
Communicative approach issues ................................................................................................... 72
Tutor/tool ...................................................................................................................................... 74
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Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 5, 2003
Autonomy ..................................................................................................................................... 74
Further research implications........................................................................................................ 74
Recommendations......................................................................................................................... 75
Conclusion .................................................................................................................................... 75
References..................................................................................................................................... 77
Appendix 1: Access to CALL software ........................................................................................ 79
Appendix 2: Training .................................................................................................................... 79
Appendix 3: Age Range................................................................................................................ 80
Appendix 4: Mean ESL Experience.............................................................................................. 80
MA(Applied) in Applied Linguistics...........................................................................81
Paper 0213.501A Research Methods in Applied Linguistics ....................................81
Assignment by Wendy McCraith and Yan Zhang..........................................................81
Looking at the University of Waikato’s Library Information Desk through the Lens
of Activity Theory ..............................................................................................................81
Introduction................................................................................................................................... 81
Brief overview of the methodology applied in our research ......................................................... 81
Detailed description of research and methodology adjustments ................................................... 82
Observation 1 ................................................................................................................................ 82
Observation 2 ................................................................................................................................ 83
Observation 3 ................................................................................................................................ 84
Observation 4 ................................................................................................................................ 85
Observations 5 and 6..................................................................................................................... 86
Analysis of the categories through Activity Theory ..................................................................... 87
The hierarchical nature of activities .............................................................................................. 89
Findings of our research................................................................................................................ 90
Limitations of our research ........................................................................................................... 91
Future Directions .......................................................................................................................... 91
Conclusion .................................................................................................................................... 91
References..................................................................................................................................... 92
Appendices.................................................................................................................................... 93
Paper 0213.520B Educational Linguistics.................................................................95
Assignment by Jodie-Louise Allison.................................................................................95
Evaluation of Materials .....................................................................................................95
Introduction................................................................................................................................... 95
New Headway Elementary............................................................................................................ 95
Targeted learners........................................................................................................................... 96
Linguistic content.......................................................................................................................... 96
Teacher’s book.............................................................................................................................. 96
Criteria .......................................................................................................................................... 97
Conclusion .................................................................................................................................. 101
References................................................................................................................................... 102
Paper 0213.522B Current Issues in Applied Linguistics.........................................103
Assignment by Dorothy Cleary.......................................................................................103
The Impact of the IELTS Exam on Teaching and Learning in the New Zealand
Tertiary Environment......................................................................................................103
Introduction................................................................................................................................. 103
Theoretical background of high stakes proficiency tests in relation to IELTS issues................. 103
Validity and authenticity in the IELTS exam.............................................................................. 105
Impact on the EAP classroom ..................................................................................................... 105
Impact within tertiary institutions ............................................................................................... 108
Conclusion .................................................................................................................................. 109
References................................................................................................................................... 111
Paper 0213.530A Discourse Analysis.......................................................................113
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Department of General & Applied Linguistics
Working Papers in Applied Linguistics–- Volume 5, 2003
Assignment by Richard Lawrence..................................................................................113
Introduction to a Discourse Based Syllabus ..................................................................113
Introduction................................................................................................................................. 113
The characteristics of the learners............................................................................................... 116
The aims and objectives of the course with a rationale for the syllabus strands and an indication
of the methodological approach to be used................................................................................. 117
Final comment: The discourse syllabus – A brief rationale ........................................................ 126
References................................................................................................................................... 127
Paper 0213.550YBLK CALL for Language Teaching ............................................129
Assignment by Anne Moir Scott .....................................................................................129
Report on the Design, Development and Evaluation of a Web-Based CALL
Environment .....................................................................................................................129
Introduction................................................................................................................................. 129
Design and development............................................................................................................. 129
Evaluation ................................................................................................................................... 130
Summary of user-walk-through data........................................................................................... 132
Modifications resulting from evaluations ................................................................................... 133
Conclusion .................................................................................................................................. 133
References................................................................................................................................... 135
Paper 0213.570A Language, Culture, and Electronic Literacy..............................137
Assignment by Carol Hassall ..........................................................................................137
Sociocultural Activity Theory, Collaborative Learning and a Nationally Prescribed
Senior English Curriculum. ............................................................................................137
Background to the issue .............................................................................................................. 137
The issue ..................................................................................................................................... 137
The establishment of a theoretical framework for a new approach to learning........................... 139
Specific learning activities compatible with sociocultural theory............................................... 141
Future implications ..................................................................................................................... 143
References................................................................................................................................... 144
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