| 1 |
Front Matter |
|
|
Abstract
|
| 2 |
Introduction |
Keith Johnson |
|
Abstract
There is a sense in which almost any statement about language, language learning or language teaching may be said to hold implications for a view about language learning or teaching expertise. Thus an observation about the nature of language implies a view about what it is that an expert user of the language is able to do. Similarly, a statement about language learning is interpretable as an observation about the processes which an expert learner has successfully undertaken.
|
| 3 |
|
|
|
Abstract
|
| 4 |
The ‘General’ Study of Expertise |
Keith Johnson |
|
Abstract
This chapter considers the ‘general’ study of expertise, in all domains including non-language-related areas. It has two parts. The first considers some of the more influential characterisations of expertise in the literature. The second focuses on research methodology, identifying and discussing methods and issues related to the study of expertise in general. It is hoped that the consideration of general expertise which this chapter provides might suggest approaches and avenues which might be fruitfully taken up in the study of language learning and teaching.
|
| 5 |
|
|
|
Abstract
|
| 6 |
The Expert Language Learner: a Review of Good Language Learner Studies and Learner Strategies |
Joan Rubin |
|
Abstract
This chapter presents a current model of the learning processes of successful language learners. It incorporates the major theoretical categories described in over more than thirty year of research.. After describing the model, we trace the history of the definition of the Good or Expert Language Learner (GLL), much of which involves defining the learning strategies he/she uses. Following this, we discuss the research methodology used to define the GLL and to isolate learning strategies, and finally, outline some current issues that need to be researched to extend our understanding of the model of the GLL.
|
| 7 |
Second Language Listening Expertise |
Christine Goh |
|
Abstract
Listening has become an important component of many language programmes but many teachers are still uncertain about how they help their students develop their listening abilities. One way in which teachers can begin to plan activities for developing listening competence is to consider the characteristics of second language (L2) listening expertise. It should be noted that the term ‘listening expertise’ is seldom if ever used in the L2 listening literature. Research and discussions on L2 listening has focused on characteristics of ‘competent’, ‘skilled’, ‘advanced’, ‘good’, ‘active’, ‘strategic’, ‘high-ability’, ‘proficient’, ‘effective’ or ‘successful’ listeners. As a working definition, therefore, we will consider expert L2 listeners as learners who show good comprehension abilities and who possess specific cognitive attributes that enhance their comprehension processes and overall listening development.
|
| 8 |
Reading and Expertise |
Catherine Wallace |
|
Abstract
In this chapter I shall first look at what we understand by reading in relation to the notion of expertise. I shall then build on this discussion to identify kinds of reading expertise which match the roles and goals of the second language learner. I shall argue that one role in particular, that of the ., allows L2 readers to maximise the resources they bring to reading in a second language
|
| 9 |
Oral Second Language Abilities as Expertise |
Martin Bygate |
|
Abstract
Ericsson introduces a book on expertise with the words:.In many ways this statement appears not to apply to language. Most people are fluent speakers of their languages, and by the way they use them, they define what it is to be a proficient speaker. Yet when we consider closely the experiences of second language learners, things are not so straightforward. Although it is true that second language users contribute to defining what it is to be proficient in their second language, there are nevertheless good grounds for distinguishing quite significant differences between the levels of achievement and performance of many second language speakers. The differences seem to range across the whole complex of oral language abilities, from discourse to phonology, and expertise studies are centrally concerned to understand such differences from a holistic perspective.
|
| 10 |
Second Language Writing Expertise |
Sara Cushing Weigle |
|
Abstract
It is not uncommon to observe that, while virtually everyone is an expert at speaking their first language, expertise in writing is attained only rarely and only with great effort. Writing as a technology is quite recent in human history, and widespread literacy has only been accomplished in the past few centuries. Many languages do not have a writing system, and in other cases, the variety of the language that is used for writing differs widely from the variety that is used for oral communication. Even the majority of those who speak a standard language that is used for writing do not develop what might be called expertise. The situation of second language writers is vastly more complicated due to the variety of situations in which a second language is learned, the reasons for learning that language, the relative usefulness of writing in the Li versus the L2, and whether an L2 learner is literate in Li. The second language is frequently not acquired to the same extent as the first language, first language literacy influences the acquisition of L2 literacy in complex ways, and the use of writing in different L2 contexts differs widely. What does it mean, then, to be an expert write
|
| 11 |
Training Language Learning Expertise |
Steven McDonough |
|
Abstract
Many years ago I encountered a remarkable language learner in a group of learners from a war-torn country who had won scholarships for further study in the UK and who were taking an intensive year’s programme in English for Academic Purposes. In fact, the whole group consisted of remarkable individuals, given the situation they had temporarily left behind, and were all fairly high-powered in their own subjects.
|
| 12 |
|
|
|
Abstract
|
| 13 |
Expertise in Teaching: Perspectives and Issues |
Amy B. M. Tsui |
|
Abstract
Studies of expertise in teaching, similar to the studies of expertise in other domains, have been motivated by an intrinsic interest in gaining a better understanding of the special forms of knowledge held by teachers and the cognitive processes in which they were engaged when making pedagogical decisions. They have also been motivated by the need to establish the professional status of teachers by demonstrating to the general public, who tend to undervalue the work of teachers, that like experts in other professions who are held with high regard, such as surgeons, physicists, and computer scientists, experts in the teaching profession possess skills and knowledge which are no less complex and sophisticated (Berliner, 1992).
|
| 14 |
Teacher Cognition in Language Teaching |
Simon Borg |
|
Abstract
. Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. .: cognition and classroom practice, . cognition and experience. .’..
|
| 15 |
Expertise in Teacher Education: Helping Teachers to Learn |
Alan Waters |
|
Abstract
Research and theorising in applied linguistics has long been centrally focused on the learner and the learning process. This is for good reason, of course: only the learner can do the learning, and so is at the heart of the learning process; and the learning process itself, because it can only be investigated indirectly, is a highly complex and frequently unyielding subject of enquiry, and thus demands sustained and multi-faceted study.
|
| 16 |
Expertise in Pedagogic Task Design |
Virginia Samuda |
|
Abstract
The focus of this chapter is expertise in the design of second language pedagogic tasks. Tasks themselves have been an important influence in second language teaching and research for over two decades, but task design remains relatively under-explored as an area for empirical inquiry. In this chapter, I explore the kinds of empirical insights that might be derived from studying task design from an expertise perspective, the kinds of pedagogic problems such insights could address, and the role such insights could play in training novice designers and preparing teachers to work with tasks. The chapter is divided into three sections. Section 1 situates tasks and task design in their pedagogic and research contexts and explores the ‘task’ of task design with a view to teasing out what task design entails, and what this implies for researching task design expertise. Section 2 illustrates how issues raised in Section 1 have been researched to date by focusing on two recent studies of second language pedagogic task design expertise.
|
| 17 |
Back Matter |
|
|
Abstract
|
发表于 2025-3-21 20:01:09
