Fall 2001 ISSN 1096-1453 Volume 5, Issue 3 Table of Contents: Language Teaching and Learning Editorial: It never ceases to amaze me how foreign language teaching norms vary
Language Teaching and Learning
Second Language Acquisition Courses and Student Teachers' Values / 5
Richard Badger, University of Stirling, United Kingdom
Malcolm MacDonald, University of Stirling, United Kingdom
Goodith White, University of Stirling, United Kingdom
Integrating Corrective Feedback into Communicative Language Teaching / 12
ZhaoHong Han, Teachers College, Columbia University
The Presence of the Mother Tongue in the Foreign Language Classroom / 18
Cristiane Alves Lemos, Faculdade de Tecnologia e Cięncias
in Vitória da Conquista, Bahia, Brazil
Acquisition and Participation: Two Metaphors are Better Than One / 22
Caroline Graham, University of Limerick, Ireland
Do Students Really Learn a Foreign Language Through Role-Playing? / 27
Marie Cecile Leblanc, Hong Kong Polytechnic University
The Contra-tricentric Method of Teaching English as a Foreign Language:
The Pedagogy of Han Zhongliang / 35
James D. Allen, The College of Saint Rose, NY
Sun Changshun, Beihua University, P.R. China
Use, Usage or Both in English Language Teacher Training Programmes? / 42
Birsen Tütünis, Trakya University, Turkey
The Danger of Passivity / 46
Luis A. Gonzalez , National University of Cordoba, Argentina
A Language-Science Bridge: ESL for Marine Science / 51
Marjorie Friedman, ELS Language Centers, FL
Martha Nichols-Pecceu, Eckerd College, FL
Multiple Literacies, CMC, and Language and Culture Learning / 57
Mary E. Wildner-Bassett, University of Arizona, AZ
The Common European Framework of Reference and the Assessment of Oral
English in Spain / 63
J. Ignacio Bermejo Larrea, Escuela Oficial de Idiomas nş 1, Zaragoza, Spain
A Reductive Grammar Approach to the Teaching of Spanish
as a Second Language / 68
Darrell J. Dernoshek, University of South Carolina-Columbia, SC
An Alternative Evaluative Approach for L2/FL Composition Textbooks / 74
Gabriela Olivares-Cuhat, Cleveland State University, OH
Metacognitive Knowledge in EFL Writing / 78
Maria Angelova, Cleveland State University, OH
Facilitating Self-Regulation in Linguistics Classrooms / 83
Sonja L. Lanehart, University of Georgia, GA
Paul A. Schutz, University of Georgia, GA
The Impact of Metamemory on Reading Performance / 88
Gholam Reza Haji Pour Nezhad , Tehran University, Iran
Cultural Variability: Teacher Development in a Translation Studies
Department in Finland / 94
Johan Franzon, University of Helsinki, Finland
Mike Garant, University of Tampere, Finland
Leena Immonen, University of Helsinki, Finland
On the Dysfunctional Nature of Systemic Functional Grammar / 100
Robert Yates, Central Missouri State University, MO
Jim Kenkel, Eastern Kentucky University, KY
Humorous Personal Narratives in the ESL Classroom / 106
Julia Stakhnevich, Bridgewater State College, MA
Student Perceptions of Beginning French and Spanish Language
Performance / 113
Carolyn Gascoigne, The University of Nebraska at Omaha
Karen Robinson, The University of Nebraska at Omaha
Contrastive Analysis in Language Teaching, Time to Come in
From the Cold / 119
Ron Sheen, University of Quebec, Canada
Cognates and Other Clues : Strategies for Comprehension / 124
Rebeccca L. Chism, Kent State University, OH
Examining Language Proficiency of Teacher Candidates -
A Critical Issue in Teacher Preparedness / 130
Marjorie Hall Haley, George Mason University, VA
Rebecca K. Fox, George Mason University, VA
The Acquisition of Psychological-verb Alternations in Spanish:
Two Teaching Approaches / 136
Fernando Rubio, Southern Oregon University, OR
Acknowledgement, Affirmation, and Accommodation:
The Non-Standard Language Approach / 142
Sharroky Hollie, California State University, Dominguez Hills, CA
ESL Teachers' Attitudes toward the Classroom Language / 148
Satoshi Tsukamoto, Aichi University, Japan
Earth and Wind: Teaching Spanish in China / 152
Mónica Cantero, Berry College, GA
On-going Topics
Gifted Students' Perception of Special Courses / 155
Jean-Luc Patry, University of Salzburg, Austria
Sieglinde Weyringer, Center for Research and Promotion of Gifted Children, Salzburg
Günter Wageneder, Center for Research and Promotion of Gifted Children, Salzburg
The Domino Effect of High-Stakes Testing and Standards / 163
Lynette Fields, University of South Florida, FL
Ann Lee, University of South Florida, FL
Advising Indicators: Operating from an Empirical Perspective / 167
Gabe Keri, Indiana/Purdue University, IN
"Booking It" to Peace: Bibliotherapy Guidelines for Teachers / 172
Celia E. Johnson, Bradley University, IL
Guofang Wan, Bradley University, IL
Rosalyn Anstine Templeton, Bradley University, IL
Lesley P. Graham, Bradley University, IL
Joan L. Sattler, Bradley University, IL
Expanding a Goal Mediational Model:
the Korean Elementary School Math Class / 177
Daeryong Seo, The Pennsylvania State University, PA
Jeong Hwan Kim, The Korea National University of Education, Seoul, Korea
Discursive Practices in Language Minority Mathematics Classrooms / 184
James A. Telese, The University of Texas at Brownsville, TX
Reynaldo Ramirez, Jr., The University of Texas at Brownsville, TX
See Teacher Draw: Exploring Preservice Teachers' Perceptions of Teaching / 191
Mimi Coughlin, Boson College, MA
Amy Seldin, Boston College, MA
Vocabulary Support for Students Using University Library Catalogs
from Remote Locations / 195
Sondra Barbakoff, Adelphi University, NY
Information Literacy Program: Achievements And Improvements / 199
Hua Yi, California State University, San Marcos, CA
Subject Editor: Mike Garant, Ph.D., University of Tampere, Finland
Back Cover design: Kappa Waugh, Vassar College, NY
|