Professional Documents
Culture Documents
TS EART
TESOL
QUARTERLY
AS AN INTERNATIONALFAMILY
4.. I?
Sony's
language systems
learning aresoflexible,
can
they berestructured
tofit
all
your needs.
changing
Likeyou,Sonybelieves
thatteachingandlearningisanevolutionaryprocess.
That'swhywebuildevery oneofourlanguage learningsystemstogrow asyour
needschange.Themodularityofdesignallowsforeasyadaptationasnewtech-
nologyandteachingtechniques
emerge.
With thetechnology
explosionofthepastdecade,educatorshavebeen
delugedwithcomplicated
systems tohelpthem teach.Sony's has
philosophy
beentocutthroughthetechnologytobringthelanguage instructor
anadvanced,
userfriendly Attention
system. todetail
andtheintegrationofstate-of-the-art
allowSonytooffer
technology thebestvalueinlearninglabs.Thenewmultime-
diacapabilities
oftheLLC-9000andthedigital
audioZL-10 languagelearning
labsprovethat
Sonylistenstoyourrequirementsandofferssolutions.
means
"Perestroika" Thesweeping
"restructuring." changesofworldevents
willaffect
howwethink andcommunicate foryears tocome.Sonywillprovide
youwith thebestlanguage
learningsystemsnow,next
year, andwellintothe
21stcentury.
SONY.
Audio
Visual
Products
...':l~ andProfessional
Group
i Division
ofSonyCorporation
ofAmerica
.Business
.......... . .A
10833
Vallev
View
Street
California
Cypress, 90630
A forTeachersofEnglishto SpeakersofOtherLanguages
and ofStandardEnglishas a SecondDialect
JoAurnal
Editor
SANDRA SILBERSTEIN, Universityof Washington
Review Editor
HEIDI RIGGENBACH, Universityof Washington
BriefReportsand SummariesEditor
GAIL WEINSTEIN-SHR, Universityof Massachusettsat Amherst
Research Issues Editor
GRAHAM CROOKES, Universityof Hawaii at Manoa
Assistant
Editor
DEBORAH GREEN, Universityof Washington
EditorialAssistant
MAUREEN P. PHILLIPS, Universityof Washington
EditorialAdvisoryBoard
Roberta
G. Abraham MichaelK. Legutke
Iowa StateUniversity GoetheInstitute,Munich
JoanEisterholdCarson SandraMcKay
GeorgiaStateUniversity San FranciscoStateUniversity
JimCummins David Nunan
OntarioInstituteforStudiesin Education
GrahamCrookes MacquarieUniversity
Universityof Hawaii at Manoa Teresa Pica
CatherineDoughty Universityof Pennsylvania
The Universityof Sydney N. S. Prabhu
MiriamEisenstein NationalUniversityof Singapore
New YorkUniversity ThomasRicento
Yehia EI-Ezabi JapanCenterforMichiganUniversities!
UnitedArabEmiratesUniversity/ CentralMichiganUniversity
The AmericanUniversity inCairo PatriciaL. Rounds
SusanGass
Universityof Oregon
MichiganStateUniversity
ThomasHuckin May Shih
Universityof Utah San FranciscoStateUniversity
Thom Hudson JamesW. Tollefson
Universityof Hawaii at Manoa Universityof Washington
Claire Kramsch Lise Winer
Universityof California,Berkeley SouthernIllinoisUniversity
Credits
Advertising
arrangedbyPattiOlson,TESOL CentralOffice,
Alexandria,
Virginia
Typesetting, andbinding
printing, byPantagraphPrinting, Illinois
Bloomington,
DesignbyChuckThayerAdvertising,San Francisco,
California
Copies of articles that appear in the TESOL Quarterlyare available throughThe Genuine Article@,3501 Market Street,
Philadelphia,Pennsylvania19104 U.S.A.
Copyright? 1991
Teachers of Englishto Speakers of Other Languages, Inc.
US ISSN 0039-8322
CONTENTS
ARTICLES
Internationalism and Our "StrenuousFamily" 231
Mary Ashworth
TESOL at Twenty-Five:Whatare the Issues? 245
H. Douglas Brown
CommunicativeLanguage Teaching:
State of the Art 261
Sandra J. Savignon
CommunicativeTasks and the Language Curriculum 279
David Nunan
English forSpecific Purposes: International
in Scope, Specific in Purpose 297
Ann M. Johnsand Tony Dudley-Evans
Second Language AcquisitionResearch:
StakingOut the Territory 315
Diane Larsen-Freeman
InformationforContributors 351
EditorialPolicy
General InformationforAuthors
PublicationsReceived 355
PublicationsAvailable fromthe TESOL CentralOffice 359
TESOL MembershipApplication 367
Forthcomingin Autumn
MarianneCelce-Murcia on Grammar
PatriciaDunkel on Listening
Bill Grabe on Reading
Joan Morleyon Pronunciation
Ann Raimes on Writing
Pat Rigg on Whole Language
26th Annual
Convention& Exposition
March 3-7, 1992
Vancouver,BritishColumbia,
Canada organizers
conference
MarjorieP. Knowles
MissionCollege
SSanta Clara,California
Earl D. Wyman
BrighamYoungUniversity
Hawaii Campus
NicholasJ.Collins
/ CapilanoCollege
SNorth Vancouver,B.C.
materialswillbe mailedin
Registration
Autumn1991 to all TESOLmembers.
SFor on registering
information and
exhibiting, write to:
TESOL, Inc.
1600 Cameron Street, Suite 300,
Alexandria, Virginia 22314 USA
Telephone (703) 836-0774
Fax (703) 836-7864
1992
TESOL SUMMER INSTITUTE
CZECHOSLOVAKIA
BRATISLAVA,
Formoreinformation
write: OrganizedbytheInstitute of
JamesO'Driscoll InternationalEducation
tii~
1ii rPlacement
i
I iiiiliiii i
3:i and in conjunctionwith
Special Services i
Division The
L-- Ministryof Education,
Instituteof International Youthand Sport
Education oftheSlovakRepublic
809 UnitedNationsPlaza I ComeniusUniversity,Bratislava
New York,NY 10017-3859 O HunterCollege,
i:.-
:!iili!!
:.:~~:ii:~:~:i
~:i
~
Telephone:
Fax:
iiiiii
iiii;
!i~:
212
212 i:i!
;;:ii
~:i!iii~:i:il:
USA
984-5501
984-5395 Session I:
City Universityof New York
Unsolicited Praise:
Dictionaryof English
Usingthe BBI Combinatory
A Workbook withExercises
(Paper:1-55619-094-8 $6.95)
db JOHN BENJAMINS
PUBLISHINGCOMPANY
821 Bethlehem Pike
PhiladelphiaPA 19118
tel. 215-836-1200 fax215-836-1204
Editor'sNote
* This is the firstof two special issues celebratingthe25thanniversaryof
the TESOL Quarterly.To mark this occasion, I invited distinguished
professionalsto contributeperspectiveson definingaspects of our field.
Taken togetherthese comprise a portraitof our professionas it entersits
institutionaland intellectualmaturity.I countit a privilegeto have worked
with these authorsand to serve as stewardof thisimportantinstitution in
the fieldof applied linguistics.
In thisIssue
* The anniversaryissues begin with a slightlyrevised versionof Mary
Ashworth'sclosing plenary address, delivered at the 25th Annual
TESOL Conventionin New York. Borrowingits titlefroma Robert
Louis Stevensonpoem, the paper exploresthe concept of internation-
alism in the contextof TESOL's "strenuousfamily,"characterizedby
Ashworthas active, determined,eager, and spirited.Acknowledging
our diverse perspectives, Ashworth argues that we can unite
internationallyto advocate (for peace, literacy,language rights,and
education), we can work to protect multiculturalism, and we can
networkto supportinternational goals.
* H. Douglas Brown'spaper surveyscurrenttrendsin TESOL and serves
as an introductionto subsequentarticles.Brownidentifiesfourthemes.
Focusing on the learner,he sees an emphasis on issues of motivation
and empowerment.In the areas of sociopolitical and geographical
concerns, the paper notes an internationalrange of language policy
issues. Turningto subject matter,Brown highlightseffortsto develop
content-centeredand task-based curricula, and emphases on the
human issues of peace and environmentaleducation. Addressing
229
Editor'sNote
* This is the firstof two special issues celebratingthe25thanniversaryof
the TESOL Quarterly.To mark this occasion, I invited distinguished
professionalsto contributeperspectiveson definingaspects of our field.
Taken togetherthese comprise a portraitof our professionas it entersits
institutionaland intellectualmaturity.I countit a privilegeto have worked
with these authorsand to serve as stewardof thisimportantinstitution in
the fieldof applied linguistics.
In thisIssue
* The anniversaryissues begin with a slightlyrevised versionof Mary
Ashworth'sclosing plenary address, delivered at the 25th Annual
TESOL Conventionin New York. Borrowingits titlefroma Robert
Louis Stevensonpoem, the paper exploresthe concept of internation-
alism in the contextof TESOL's "strenuousfamily,"characterizedby
Ashworthas active, determined,eager, and spirited.Acknowledging
our diverse perspectives, Ashworth argues that we can unite
internationallyto advocate (for peace, literacy,language rights,and
education), we can work to protect multiculturalism, and we can
networkto supportinternational goals.
* H. Douglas Brown'spaper surveyscurrenttrendsin TESOL and serves
as an introductionto subsequentarticles.Brownidentifiesfourthemes.
Focusing on the learner,he sees an emphasis on issues of motivation
and empowerment.In the areas of sociopolitical and geographical
concerns, the paper notes an internationalrange of language policy
issues. Turningto subject matter,Brown highlightseffortsto develop
content-centeredand task-based curricula, and emphases on the
human issues of peace and environmentaleducation. Addressing
229
Internationalismand Our
"StrenuousFamily"*
MARY ASHWORTH
ofBritish
University Columbia
231
ADVOCACY
In 1984 Peter Strevenssuggested that a professionpossesses six
attributesnot shared by all occupations. The firstfour are (a)
selective entry,(b) mandatory training,(c) intellectual/practical
balance, and (d) standards.But it is thelast two thatI want to draw
Peace
Misunderstandingsand miscommunicationslie at the root of
many quarrels, whether between individuals, communities, or
nations.Part of Canada's recentconstitutional crisiscentredaround
the currentmeanings placed upon the words distinctsociety by
French- and English-speakingCanadians, and what those words
mightmean in the futurein societaland legal terms.We TESOLers
are in the business of communication.We mustbe aware of those
factorsin the structureof language,in theeffectsof translation,and
in theprocess of communication thathinder the coming realityof
to
a vision-a vision of a betterorganization,a better society,a better
world. Darlene Larson rightlysays thatwe should view peace as a
process, not as a state. If we are going to become advocates for
peace we mustridourselvesof warlikelanguage; we mustadvocate
the language of mediation,cooperation,and negotiation.There is a
lot of materialwaitingto be researchedcontained in the language
used duringthe recentGulf War. What does TESOL have to say
Literacy
A world which promotesthe developmentof a sound economy
forall, and theappreciationof otherculturesand religions,depends
to a large degree on literacy. While elementaryideas can be
exchanged throughthe spoken word and pictures,it is the written
word, which is carried around the world in books and computers,
thatprovides a permanentrecord thatcan be examined time and
time again as dreamers tryto turna vision into reality.Literacy
opens the door of opportunity-butcontrolof language, firstand/
or second, is the pathwayto thatdoor. In her 1976 book The Home
of Man, Barbara Ward, the economist,wrote: "The world's poor
increasinglyknow thattheirconditionis not an act of God but the
choice of man [sic]" (p. 263). What does TESOL have to say about
literacy?
LanguageRights
The development of language skills in children,in their first
language and, if necessary,in a second or even thirdlanguage, is
theirright;withoutcontrolof language, childrenwill go nowhere.
One of Canada's nativeMembers of Parliamentwas told as a child
thathe mustmasterthe "white man's" speech so thathe could talk
to him on equal terms.He did and became a very respected and
influentialmember of the Canadian government.Without that
control of one of Canada's two official languages, he would
probably stillbe on thereserve.The Lau v. Nichols case in theU.S.
in 1974 was a landmarkcase in establishingthe rightof childrenin
California to assistance in masteringEnglish, the language of
instructionin the schools. Should childrenhave the rightto begin
school in theirfirstlanguage? Should immigrantshave the rightto
maintaintheirfirstlanguage in theirnew country?Should English
be the only officiallanguage of the U.S. and of parts of Canada?
KeithSpicer, Commissionerof OfficialLanguages in Canada in the
1970s, put his fingeron part of the problem we have in Canada
when he said: "We are theonlynationin theworldwhichthinksthat
learning another language is a pain in the neck instead of an
1 In the wake of the GulfWar, the professionhasbegun to look seriouslyat thisissue. A pre-
sessionat the 1991 GeorgetownRound Table on Languages and Linguisticsaddressed Lan-
guage and War. The 26thAnnualTESOL Conventionin Vancouver,B.C., has scheduledan
academic sessionon DiscourseAnalysis,Language,and Peace: A ChallengeforTESOL.
Education
No one doubts the importanceof education to the well-beingof
the individualand the community,but any advocacy of the values
of education musttake into account the political and pedagogical
questionsthatface people in different partsof the world,questions
which are not easy to ask, let alone answer, particularlyin regions
where speech is muzzled. Similarly, the tools of our trade-
methodologyand materials-cannot be exportedfromone country
to another in the belief that what works in country A will
automaticallywork in countryB-it won't. Ideological, attitudinal,
and organizationaldifferencesbetween two countriesmay cause
country B to reject methods and materials used successfully
elsewhere. A teacherwho wrote home to Canada thather students
were "freaked out" by her teachingmethods had not learned the
meaning of culturalimperialism.What does TESOL have to say
about the value and process of education?
There are otherglobal issues whichmay come to yourmind such
as the environment,but my intentionis to focus on those issues
which draw on our expertiseas second language teachers.So farthe
resolutionspassed at TESOL's LegislativeAssemblyover the years
which have somethingto do withtheinternationalscene have dealt
with bilingualism,nuclear disarmament,and refugees.What other
issues mightTESOL speak out upon? One of our tasksas members
of TESOL is to present resolutionsin the internationalsphere,
resolutionsthatwill carryout TESOL's missionworldwide.
In his book The PrimeImperatives,Wittenberg(1968) wrote:"As
faras governmentis concerned,thisis itsresponsibility to listen.But
a governmentalso has a responsibilityto speak: to inform,to
enlighten,and to a certainextent,to guide public opinion;as well as
to make itselfaccountable to it" (p. 59). Can we insertTESOL for
government?Does TESOL have a responsibilityto listen and to
speak, to inform,to enlighten,and to a certain extent,to guide
public opinion, as well as to make itselfaccountable to it? Yes, I
thinkit does if it is to fulfilthose two attributesof a professionset
out by Peter Strevens-internationalinterdependenceand social
responsibility-butit mustbe prepared to listento all its members,
those near and thosefaraway, thoserichand those poor.
Multiculturalism
inNorth
America
The authors
ofMegatrends
2000say,"Theworld'smosttaught
language (English) is not replacing other languages; it is
supplementingthem" (Naisbitt & Aburdene, 1990, p. 139). That
would suggestthatbilingualismis on the increase, but more than
that,that the people of the world favourbilingualism.But in the
U.S. and Canada there are those who would keep our citizens
monolingual. In Canada we have a group called APEC-The
Alliance forthe Preservationof Englishin Canada-a sillytitle,for
English is in no danger of being lost. In both the U.S. and Canada
thereare places declaringthemselves"Englishonly"municipalities,
and while I can understandtheirconcernif offeringservicesin two
languages costs more than the taxpayerscan bear (and I question
that), I suspect the real reason lies deeper in the inability to
recognizethatin NorthAmericait is possibleto be bilingualand
bicultural
and thatthisdoesnotconstitute
a threat
to societybut
rather
a benefit.
Ourviewofinternationalism
inNorthAmericamustbeginwith
an appreciationof the wealth of our human resources.Is it trueas
Megatrends2000 states,"It is the habit of Americans[and perhaps
Canadians] to brag about previous immigrantsand to complain
about currentones" (p. 40)? Is it just luck thatthe U.S. has become
one of the mostpowerfulnationsof theworld-the nationto which
OutsideNorthAmerica
Multiculturalism
Megatrends 2000 reportsthat more than 80% of all information
stored in more than 100 millioncomputersaround the world is in
English; thatEnglish is the language of internationalbusiness;that
English prevails in transportationand media; that English is
becoming the world's firsttrulyinternational language; and finally,
that one of the greatestappeals of English as a world language is
thatit is easy to speak badly! (Naisbitt& Aburdene,1990,pp. 140-
141). This would suggestthatas the 21st centuryprogresses,more
and more people will speak English, that it will become the
language in which all the affairsof the world will be conducted.
Perhaps, but perhaps not. Afterwatching the incredible changes
thathave takenplace in Eastern Europe recently,forecastingwhat
may happen even a decade ahead is risky.Yet if we in TESOL do
not have some sense of where we want to go, we will never build
the road thatleads there.
Marshall McLuhan (1962), before TESOL was born, coined the
phrase the "global village" (p. 31). Justas in a village one person's
actionsaffectothers,so in our world todayone country'sactionscan
affect many others. The invasion of Kuwait by Iraq is a recent
example. TESOL mustlistento itsnon-U.S. affiliatesand learnhow
they view currentworld changes, learn what theirneeds are in
language training,learn what theycan offerto othersin TESOL.
Together we must all try to understand the various forces
affectingus-industrialization,urbanization,science and technol-
ogy, economics, political and religious dissension, and always
everywherethestruggleforfreedomand power. But as Megatrends
NETWORKING
My last synonymfor internationalismwas networking.I am
indebted to Darlene Larson (personal communication,1990) for a
phrase which I hope will stickin yourminds.She refersto TESOL
as "a global professionalnetwork" (p. 21) and that is as fine a
definitionof internationalism and our strenuousfamilyas you will
find-a global professionalnetwork.
In September 1990,the Executive Board went on a retreatduring
which time it decided to draw up a set of objectives forTESOL.
You are no doubt aware thatTESOL has a MissionStatementand
a Long Range Plan in the making.The objectives tryto place these
in a context,to provide some guidelineswhich can serve to govern
the growthand developmentof TESOL. The firstthreeobjectives
deal with professionaldevelopment,scholarship,and leadership.
The fourthreads as follows:
The Associationexiststo provideopportunities
fornetworking notonly
amongthe membersof TESOL but also amongthe membersof the
severalAffiliates
and withthemembership of otherlocal,national,and
international
professionalassociationswith which TESOL sharesa
commoninterest.
This conferencehas given a wonderfulopportunityto all of us to
networkas individuals-that is, for those of us who are here. Not
everyonecan affordto come, not everyaffiliatecan affordto send
a delegate to networkwithdelegatesof otheraffiliates,but TESOL
has helped and is planningto continuehelping affiliateswho lack
the fundsto send delegates long distances.When Dick Allwright,
Presidentof TESOL 1988-1989,asked in the TESOL Newsletterof
April 1988 how TESOL could become more international,an
answer thatcame throughloudly was thatmanypeople outside the
THE AUTHOR
Mary Ashworthis ProfessorEmerita having trainedESL teachersformany years
at the Universityof BritishColumbia. She is theauthorof fivebooks and numerous
articles.Now she enjoysgardening,traveling,and meetingold friends.
TESOLat Twenty-Five:
Whatare theIssues?
H. DOUGLAS BROWN
San Francisco State University
245
Motivation:FromExtrinsicto Intrinsic
Motivationis one of the more complex issues of second language
acquisition research and teaching. For two decades, research on
motivationhas focused on RobertGardner's(1985; 1988; Gardner&
Lambert, 1972) distinctionbetween integrative(desire to learn a
language stemmingfroma positiveeffecttoward a communityof
itsspeakers) and instrumental(desireto learna language in orderto
attaincertaincareer,educational,or financialgoals) orientationsof
second language learners. The assumption is that integratively
motivatedlearnerswill be more successful.
But historyhas also shown us thatmotivationto learn a foreign
language is far too complex to be explained throughjust one
dichotomy (see Crookes & Schmidt, 1990). It is especially
problematic to do so as second languages are increasinglybeing
learned outside of what once were closely allied culturalcontexts.
In manynon-English-speaking countries,forexample, Englishmay
Empowerment
Closely relatedto intrinsicmotivationis theconcept of empower-
ment. While it is unfortunatethat thistermhas lately become an
overused buzzword, it can nevertheless signify an important
constructin thelanguage teachingprofession.The termwas initially
popularized by the well-known Brazilian educator Paolo Freire
(1970), whose writingsand lectureshave stirredthe souls of manya
teacher to embark on the mission of liberating those who are
imprisonedby "banking"formsof education thatattemptto pour
knowledge into the supposedly passive, emptyvessels of students'
minds. Instead, we are commissioned to empower learners-
politically,economically,socially,and morally-to become critical
thinkers,equipped with problem-solving strategies, poised to
challenge those forcesin societythatwould keep thempassive.
Conditionsof powerlessnessare presentin everywalk of lifeand
in every corner of the earth. One perspective on thisobservation
can be found in Michael Lerner's (1989) book, Surplus Powerless-
ness. Lernerchallengesus to help people everywhereto overcome
Englishas an International
Language
At last count, there were some one billion speakers of English
around the globe. (Estimatesvary,of course,since censusdata and
EnglishPlus VersusEnglishOnly
In the case of Englishlanguage teachingin the U.S., the issue of
internationalization is curiouslyjuxtaposed with English Only, a
movementadvocatingthe exclusiveuse of the Englishlanguage for
all educational and political contexts,and a movementcarryingan
implicit assumption that the use of one's "home" language will
FOCUS ON SUBJECTMATTER
The articlesthat follow in these anniversaryissues focus on the
subject matterof our teaching,especially on linguisticsubcatego-
ries. At least two articlesdeal with some new perspectiveson sub-
ject matter,as our professionalattentionis increasinglydrawn to-
ward the purposes forwhich learnerswish to use theirEnglishlan-
guage skill.In a recentletter,Russell Campbell, a formerTESOL
President and Professor in the TESL and Applied Linguistics
Departmentat theUniversityof California,Los Angeles,noted that
as we look toward the 21st century,"our professionwill depend
more and more on our abilityto provide optimalconditionsforlan-
guage acquisition and less and less on language teaching and
learningas we traditionallythinkof it" (personal communication,
1990). As we look around us, alreadywe are seeing rapid growthof
content-centeredprograms,whole language approaches, and task-
based classroomactivities.
Education
Content-Centered
Content-centeredinstruction,according to Brinton,Snow, and
Wesche (1989), is "theintegrationof contentlearningwithlanguage
teachingaims. More specifically,it refersto the concurrentstudyof
language and subject matter,with the formand sequence of lan-
guage presentationdictated by contentmaterial" (p. vii). Tucker
and Crandall (1989) point out that such an approach "contrasts
sharplywithmanyexistingpracticesof methodsin whichlanguage
skillsare taughtvirtuallyin isolationfromsubstantivecontent"(p.
2). When language becomes the medium to convey informational
contentof interestand relevance to the learner,then learnersare
pointed toward mattersof intrinsicconcern. Language becomes
incidentalto and a vehicle foraccomplishinga set of contentgoals.
The rise of language programs in which attentionto subject
matteris primaryhas givenus new opportunitiesand challenges.In
content-centeredclassrooms,one hopes foran increase in intrinsic
FOCUS ON METHOD
Communicative, Cooperative,Student-CenteredTeaching
In the last decade, a great deal has been published and spoken
about communicativelanguage teaching,cooperativecurricula,and
student-centered classrooms.Both Savignon's and Nunan's articles
in thisissue of the Quarterlyprovide currentreferences,problems,
and reflectionson these topics. Beneath all three trends lies a
historical progression of pedagogical effortsto look inside the
learner,to ask how thatlearnercan best internalizea second lan-
guage, and to experimentsystematically withclassroomapproaches
to accomplish the learner'scommunicativegoals.
Twenty-fiveyears ago, we were centrallyconcernedwithissues
surrounding the linguistic description of languages and their
pedagogical applications. We were quite worried about how
Chomsky'sgenerativegrammarwas going to fitinto our language
classrooms (Lamendella, 1969). We were reluctantto break away
fromour stronginterpretation of thecontrastiveanalysishypothesis
(Wardhaugh, 1970). We were still strongly,if not exclusively,
dependent on the discipline of linguisticsforour professionaland
bureaucratic identity.We were only just beginning to question
teachingmethodsthatadvocated "overlearning"throughclassroom
drilland memorization(Brown, 1972; Rivers,1964). Insightsfrom
children's"natural"means of acquiringtheirfirstlanguage were just
beginningto be tapped (Cook, 1969). And the descriptioncould go
on.
Today, we benefitfromthe victoriesand defeatsof our quarter-
centuryjourney. But today the methodological issues are quite
differentand qpite complex. Beyond grammaticaland discourse
issues,we are probingthe natureof social, cultural,and pragmatic
featuresof language. We are exploringpedagogical meansfor"real-
life" communicationin the classroom. We are tryingto get our
learners to develop fluency, not just the accuracy that has so
consumed our historicaljourney.We are equipping our students
with tools for generatingunrehearsedlanguage performance"out
there" when they leave the womb of our classrooms. We are
concerned withhow to facilitatelifelonglanguage learningamong
our students,not just with the immediate classroom task. We are
looking at learnersas partnersin a cooperative venture.And our
LearnerStrategy Training
One of the most powerful methodological principles that is
increasinglypracticed in our professionis what I like to call the
strategicinvestmentof learners in theirown linguisticdestinies.
Teaching methodologycan be designed to let studentsin on some
of the "secrets" of successful language learning. Traditionally,
studentswalk intoa language classroomand are at themercyof the
teacher, the text,the prescribed curriculum.They usually do not
even know what a "strategy"is, and simplyassume thatlanguage
will be learned just like any othersubject. We can help studentsto
learnhow to learn.We can help themto take some responsibility for
theirown success by actually providinglearners with a sense of
what a strategyis and how they can develop some of theirown
strategies.
Some excellentmaterialon learnerstrategytrainingis now avail-
able to teachers. Oxford (1989) is a gold mine of informationfor
teacherswho wishto see how literallydozens of classroomactivities
and exercises can train learners to develop successful strategies.
O'Malley and Chamot (1990) give an excellentoverview of signifi-
cant researchon language learningstrategies.Othermaterials(Car-
rell,Pharis,& Liberto,1989; Cohen, 1990; Wenden & Rubin, 1987)
combine researchreportsand practicalclassroomsuggestions.Prac-
tical resourcesare now available to studentsthemselvesin the form
of learningguidebooks and textbooks.Brown (1989) gives foreign
language learners 15 easy-to-read chapters with exercises to
heightenawareness and to initiatestrategiesfortheirown success.
Brown (1991) appeals to formerand presentlanguage learnersto
develop some awareness of how theymightturnfailureinto suc-
cess. Studenttextbookslike Chamot,O'Malley, and Kiipper (1991),
and Ellis and Sinclair (1989) offerstrategyinstructionalong with
language instruction.
Part of teachinglearnershow to learn involves helpingstudents
simplyto become aware of how certainactivitiesin the classroom
are designed to develop strategiesforsuccess.
THE AUTHOR
H. DouglasBrownis Professor ofEnglishandDirectoroftheAmerican Language
Instituteat San FranciscoStateUniversity.
His publications
includePrinciples
of
LanguageLearning and Teaching(PrenticeHall,1987)andBreakingtheLanguage
Press,1991).He was EditorofLanguageLearningfrom1970
Barrier(Intercultural
to 1979.
REFERENCES
Ashworth, M. (1990, February). TESOL peace education. TESOL
Newsletter,p. 4.
Bahouth,P. (1990). How can we save it? Greenpeace, 15(1), 4-8.
Brinton,D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based
second language instruction. New York: Newbury House.
Brown,H. D. (1972). Cognitivepruningand second language acquisition.
Modern Language Journal,56, 218-222.
Brown, H. D. (1989). A practical guide to language learning.New York:
McGraw-Hill.
Brown, H.D. (in press). Fifty simple things you can do to teach
environmentalawareness and action in your English language class-
room. The Language Teacher (FormerlyJALT Journal:Journalof the
Japan Associationof Language Teachers).
Calkins, C. (1975). The story of America. Pleasantville,NY: Reader's
Digest.
Carrell,P. L., Pharis,B. G., & Liberto,J.C. (1989). Metacognitivestrategy
trainingforESL reading.TESOL Quarterly,23(4), 647-678.
Cazden, C., & Snow, C. (Eds.). (1990). English Plus: Issues in bilingual
education (Annals of the American Academy of Political and Social
Science No. 508). Newbury Park,CA: Sage.
Chamot, A., O'Malley, J., & Kiipper, L. (1991). Building bridges. New
York: Heinle & Heinle.
Clarke, M. (1989, March). Some thoughts on empowerment. Paper
presentedat the 23rd AnnualTESOL Convention,San Antonio,TX.
Cohen, A. (1990). Language learning:Insightsfor learners,teachers,and
researchers.New York: Newbury House.
Cook, V. (1969). The analogy between firstand second language learning.
InternationalReview of Applied Linguistics,11, 13-28.
Crookes, G., & Schmidt, R. (1990, March). Motivation: Reopening the
researchagenda. Paper presentedat the 24th Annual TESOL Conven-
tion,San Francisco,CA.
CommunicativeLanguage
Teaching:Stateof theArt
SANDRA J. SAVIGNON
Universityof Illinoisat Urbana-Champaign
261
CONCLUSION
We have much yet to learn about the nature of language and
language development.The quest forprinciplesand parametershas
only just begun. Yet few would deny thatour understandingof the
collaborative natureof meaning makingis farrichertoday than it
was a quarter of a centuryago. The study of language, that is,
linguistics,continuesto broaden. As questionsof situatedlanguage
use continue to be raised, specially trained ethnographershave
come to replace the native speakerswho were once the authorities
on how language worked. And applied linguisticshas emergedas a
youngand dynamicfieldof inquiry.
Drawing on currentunderstandingof language use as social
behavior, purposeful, and always in context, proponents of
communicative language teaching offera view of the language
learneras a partnerin learning;theyencouragelearnerparticipation
in communicative events and self-assessmentof progress. In
keeping with second language acquisition theory,methodologists
advise learnersto take communicativerisks and to focus on the
development of learningstrategies.A traditionof abstractionin
linguisticinquiryhas contributedto theneglectof social contextin
both language teaching and language acquisition research,
hindering understanding and acceptance of communicative
competence as a goal forlearners.When language use is viewed as
social behavior,learneridentityand motivationare seen to interact
withlanguage status,use, and contextsof learningto influencethe
development of competence. The descriptionand explanationof
the differentialcompetence thatinvariablyresultsmustinclude an
account of thisinteraction.
Valued as are the reasoned proposals of linguists,applied
linguists,and second/foreignlanguage teaching methodologists,
however, explorationof the potentialof communicativelanguage
REFERENCES
Allwright,D. (1988). Observation in the language classroom. London:
Longman.
Berns, M. S. (1990). Contexts of competence: Social and cultural
considerationsin communicativelanguageteaching.New York:Plenum.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative
approaches to second language teaching and testing. Applied
Linguistics;1, 1-47.
Candlin, C. (1978). Teaching of English: Principles and an exercise
typology.London: Langenscheidt-Longman.
Chaudron, C. (1988). Second language classrooms:Research on teaching
and learning.New York:Cambridge UniversityPress.
Coulombe, R., Barr6,J.,Fostle, C., Poulin,N., & Savignon,S. (1974). Voix
et visages de la France: Level 1. Chicago: Rand-McNally.
Ellis, R. 1988. Classroom second language development. New York:
PrenticeHall.
Guthrie,E. (1984). Intake,communication,and second language teaching.
In S. J. Savignon & M. S. Berns (Eds.), Initiativesin communicative
language teaching(pp. 35-54). Reading, MA: Addison-Wesley.
Habermas, J. (1970). Toward a theoryof communicativecompetence.
Inquiry,13, 360-375.
Habermas, J. (1971). VorbereitendeBemerkungenzu einer Theorie der
Kommunikative Kompetenz (pp. 101-141). In N. Lishman (Ed.),
Theorie der Gesellschaftoder Sozialtechnologie.Frankfurt:Suhrkamp.
101-141.
Halliday, M. A. K. (1978). Language as social semiotic: The social
interpretationof language and meaning. Baltimore: UniversityPark
Press.
Holec, H. (1979). Autonomyand foreignlanguage learning.Strasbourg:
Council of Europe.
Hymes,D. (1971). Competence and performancein linguistictheory.In R.
Huxley & E. Ingram(Eds.), Language acquisition:Models and methods.
London: Academic Press.
CommunicativeTasksand
theLanguageCurriculum
DAVID NUNAN
Macquarie University
279
THE CURRICULARBASIS
Before the development of communicativeapproaches to lan-
guage teaching,tasksand exerciseswere selected as a second order
activity,afterthe specificationof the morphosyntactic, phonologi-
cal, and lexical elementsto be taught.Traditionally,curriculumde-
signersand materialswriterstook as theirpoint of departurethe
question,What are thegrammatical,phonological,and lexical items
to be taught?The specificationof theseitemsset theparametersfor
the selection of classroom activities.In other words, selection of
classroom activitieswas driven by curriculumgoals specified in
phonological, morphosyntactic, and lexical terms.(See, for exam-
ple, the analysisof contentselectionand sequencing in a grammar-
based syllabusprovided by McDonough, 1981,p. 21.)
In a task-basedcurriculum,the decision-makingprocess is quite
different.There are, in fact, two differentroutes which the
FIGURE 1
StepsInvolvedin the Developmentofa PedagogicTask
THE EMPIRICALBASIS
One of the strengthsof task-based language teachingis thatthe
conceptual basis is supportedby a strongempiricaltradition.This
itfrommostmethodsapproachesto pedagogy,which
distinguishes
are relativelydata-free.I have already suggestedthattaskscan be
conceptualized in termsof the key elementsof goals, input data,
activities/procedures,roles, and settings.This conceptual scheme
provides a convenient means of synthesising
the researchon tasks.
Extract fromTaskA
Two students,Hilda and Carlos, are studyingthe following
wordswhichhavebeen typedontopiecesofcardboard.Theirtask
is to groupthewordstogetherina waywhichmakessensetothem.
Thereis silenceforseveralminutesas thestudents
studythecards:
GEOGRAPHY,ASTRONOMY,AGRICULTURE, ECONOMICS,
COMMERCE, ENGLISH, SCIENCE, STATISTICS, BOOK,
COMPUTER, PENCIL, DIARY, NEWSPAPER, MAGAZINE,
THAILAND, HONG KONG, MELBOURNE, DARWIN, UNIT-
ED STATES, ASIAN,DIAGRAM,ILLUSTRATION, PICTURE,
CARTOON, VIDEO, COMPETENT, LAZY, INTERESTING,
SUPERIOR, UNCOMFORTABLE, REGION.
H: Statistic
and diagram-theygo together.
You knowdiagram?
C: Yeah.
H: Diagram and statisticare family. .. but maybe,I think,statistic
and diagram-you thinkwe can put in science? Or maybe...1
C: Science, astronomy,[yeah] and er can be agriculture.
H: Agriculture'snot a science.
C: Yes, it's similar...
H: No. .. . er may be Darwin and science...
C: What'sthe Darwin?
H: Darwin is a man.
C: No, it's one of place in Australia.
H: Yes, but it's a man who discoversomething,yes,I'm sure.
C: OK.
H: And maybe, look, yes, picture,newspaper, magazine, cartoon,
book, illustration
1 Ellipses indicatepauses.
ExtractfromTaskB
Maria, Martha,Sylvia,and Sandy are takingpartin a small-group
discussionon the topic of bad habits.
Maria: My next door neighbour . .. he make eh very noisy, very
noisy[yeah].2 I can'ttellhimbecause he's verygood people.
(The discussioncontinuesforseveralminutes.)
Sylvia: . . . you don't want to say anythingbecause you might get
upset, of course. Me do the same thingbecause I've got
neighbours in my place and always you know do
somethingI don't like it but I don'tlike to say bad because
I thinkmaybe, you,know make himupset or...
Martha: I've got bad neighbourbut I feel embarrass...
Sylvia: . . . to say something of course, like everyone...
Martha: They always come in and see what I'm doing-who's
coming. [no good] [yeah, that's no good] They want to
check everything.If they see I buy somethingfromthe
markettheyexpect me to give themsome. [oh yeah]. [oh
that's not nice] But I . . . it's difficult.
yeah, but sometimeit's difficult...,
Sylvia: It's a difficult,
Martha: They can't understand,I bought them and I gave money
... (laughter) [yeah]
Martha: You know sometime difficultto the people because
sometimeI can't speak the proper,the language, and little
bit hard to give to understand . . . and that's-sometime
feel embarrassthen,I can't say it,you know?
Maria: [turnsto the fifthwoman, who has not yet spoken] Sarah,
you tell [you tellnow]
Sarah: My, er,forexample,my sisterin law she all thetimesnores
in her sleep [oh, yes] And my brothersay, "Oh, I'm sorry,
we mustsleep separate" [separate beds] (laughter).They
did. [good idea] A good idea because he couldn't sleep.
(Laughter.)
2 Note thatit was not possible to identifyoverlappingspeakers.
FIGURE 2
Goal and ProcessDimensionsofthe FiveTasksUsed in the BerwickStudy
From "Towards an Educational Frameworkfor Teacher-ledTasks in Englishas a Foreign
Language"by R Berwick,in press,in Task-BasedLanguage Teachingedited by G. Crookes &
S. Gass. Copyright Matters.Reprintedbypermission.
Multilingual
Processes
THE AUTHOR
David Nunan is AssociateProfessorof Linguistics at Macquarie University,
Sydney,Australia.His publications
includeSyllabusDesign (OxfordUniversity
Press, 1988), The Learner-CentredCurriculum(CambridgeUniversity Press,
1988),DesigningTasksfortheCommunicative Classroom(CambridgeUniversity
Press,1989),Second LanguageTeacherEducation(withJ. C. Richards,Cam-
bridgeUniversity LanguageClassrooms(Prentice
Press,1990), Understanding
Hall, 1989),and The Australian
EnglishCourse(withJ. Lockwood,Cambridge
UniversityPress,1991).
REFERENCES
Anderson,A., & Lynch,T. (1988). Listening.Oxford: Oxford University
Press.
Berwick,R. (1988). The effectof task variationin teacher-ledgroups on
repair of English as a foreignlanguage. Unpublished doctoral disserta-
tion,Universityof BritishColumbia, Vancouver,Canada.
Berwick,R. (in press). Towards an educationalframeworkforteacher-led
tasks in English as a foreignlanguage. In G. Crookes & S. Gass (Eds.),
Task-based language teaching.Clevedon, Avon, England: Multilingual
Matters.
Breen, M. (1984). Process syllabuses for the language classroom. In C.
Brumfit(Ed.), General English syllabus design. Oxford: Pergamon
Press.
Englishfor SpecificPurposes:
Internationalin Scope,
Specificin Purpose
ANN M. JOHNS
San Diego State University
TONY DUDLEY-EVANS
The Universityof Birmingham
297
DiscourseAnalysis
A second, closely related elementis discourseanalysis,which in
ESP refersto the examinationof writtenor oral language,generally
for purposes of designing curricularmaterials. Throughout its
recent history (whose beginning Swales, 1988, marks with the
Barber, 1962/1988article), ESP specialists have been concerned
with identifyingand weighing the importanceof featuresof the
authentic,or "genuine" (Widdowson, 1981, p. 4), language of the
situationsin which studentswill be usingEnglish.In manypartsof
the world,the focusof thisanalysisis upon word or itemcounts,or
"lexicostatistics"(Swales, 1988,p. 189). These countshave become
1One of the most articulateproponentsof needs assessment,especially in the EAP reading-
writingcontext,was Dan Horowitz (1986a, 1986b; and A. M. Johns,1990c). Withhis death,
ESP lost an intelligentand persuasiveadvocate.
INTERNATIONALSCOPE
There are a numberof reasons forthe internationalcharacterof
ESP and itsimportancein EFL environments. As earlyas the 1970s,
the participantsat a conferenceon second language learningand
national development in Asia, Africa,and Latin America summed
up the need forEnglishas follows:
the language problem in developmentstems fromat least three
communication needswhichare increasinglybeingrecognizedbothin
developingcountries themselvesand in othercountries
aidingin their
development:internalcommunication, transmission
of science and
technology, and international
communication. (Mackay& Mountford,
1978,p. vi)
ACKNOWLEDGMENT
The authorswould liketo thankJohnSwales forhis assistancein shapingthepaper
and forhis valuable commentson itsvariousdrafts.
THE AUTHORS
AnnM. Johnsis Professor
of AcademicSkillsand Linguistics
at San Diego State
Universityin California. She is the author of articles on English for academic
purposesand Coeditor(withU. Connor)of Coherencein Writing:
Researchand
Pedagogical Perspectives (TESOL, 1990). She is Coeditor (with Tony Dudley-
Evans and JohnSwales) of EnglishforSpecificPurposes:AnInternationalJournal.
She has worked cooperatively on curriculumdevelopment projects in eight
countries. Her research interestsinclude student representationof academic
reading and writingtasks, testingacademic literacy,and argumentationin the
disciplines.
REFERENCES
Allen,J.P. B., & Widdowson,H. G. (1974).Teachingthecommunicative
use of English.InternationalReview of Applied LinguisticsXII(1), 1-20.
315
Narrowingthe Perspective:LanguageTransfer
We have already seen thatall errorscould no longerbe traced to
L1 interference.Indeed, the contrastiveanalysishypothesis,which
stated thatthose areas of the TL whichwere most dissimilarto the
learners' L1 would cause the most difficulty,was refuted by
researchthatindicatedthatit was oftenthesimilarities between the
two languages which caused confusion. In fact, Wode (1978)
framed this observationas a principle:"Only if L1 and L2 have
structuresmeeting a crucial similaritymeasure will there be
interference,i.e., reliance on prior L1 knowledge" (p. 116). This
principleis significantin two respects.First,it reflectsthe growing
view that transfercould be seen as a cognitivestrategy:Learners
rely on what theyknow (Taylor, 1975). Second, it foreshadowed
what was to occupy researchers throughoutthe next decade:
specifyingpreciselywhen transferwould occur. The factthatfour
books were published duringthe 1980son the theme of transferin
SLA is testamentto the vitalityof thisline of research(Dechert &
Raupach, 1989; Gass & Selinker, 1983; Kellerman & Sharwood
Smith,1986; Odlin, 1989).
In addition to Wode's claim that there had to be a "crucial
similarity,"work by Eckman and by Kellermancontributedto our
understandingof when transferoccurs. Eckman (1985) suggested
thatthe markednessdifferencebetween the L1 and L2 would play
a role. Where the L2 was more markedthanthe L1, learnerswould
experience more difficulty;furthermore, the relative degree of
difficultywould correspondto the relativedegree of markedness.
Where the two languages were different, but the L2 was not more
marked than the LI, difficultywould not arise. Kellerman (1984)
noticed that learners'perceptionsof the distance between the LI
and L2 would affectthe degree to which learnerswould transfer
forms.What was noteworthyhere was the extentto whichthe idea
of transferas a deliberatecognitivestrategyhad takenhold.
A second question concerningtransfer,which stimulatedmuch
researchduringthe decade, was preciselywhat effecttransferhad
on learners'ILs. We have already seen how it was responsiblefor
errorsas well as positivetransferand underproductionor avoidance
4In fact,each of these areas was the theme of at least one conference.The series of three
applied linguisticsconferences at the Universityof Michigan during the decade, for
example, addressed language transfer(1982), input(1983), and variation(1987).
Narrowingthe Perspective:Input
Recall thatby theend of the 1970sresearchershad become aware
of the need to examine the raw materialor input with which the
learners had to work, recognizing,of course, that not all input
would become intake(Corder, 1967). Many studiesinvestigatedthe
link between input and output (Gass & Madden, 1985). (I have
drawn fromLarsen-Freeman,1985,fora synopsisof thesestudies.)
With regard to the quantity of the input, many, but not all,
researchersadduced evidence in support of the hypothesisthat
learners who have the opportunityto use the L2 regularlyor to
receive the most input will exhibit the greatest proficiency.
Research in the area of input quality searched for a linkbetween
certaincharacteristicsof the input (perceptual saliency,frequency
of occurrence, syntactic complexity, semantic complexity,
instructionalsequence) and some aspect of the learners' output.
Again, althoughnot withoutchallenge,a recurringfindingwas the
correlationbetween the frequencyof certainformsin theinputand
theirappearance in learners'ILs.
Studies of input also focused on conversationsbetween native
(NSs) and nonnativespeakers (NNSs) and those between NNSs,
comparingboth to a baseline of NS-NS interactions(see Day, 1986).
Some of the modifications(termedforeignertalk [FT]) which NSs
make to accommodate NNSs' level of comprehensionare slower
rate of speech, louder volume (!), fewer false starts,longerpauses,
Narrowingthe Perspective:Variation
As are all naturallanguages,ILs are variable. It is not surprising,
however, that thisvariabilitywas overlooked in the early days of
researchgiven thatmostattentionwas focused on the systematicity
of IL. Synchronicvariabilitywas too obvious to be ignoredforlong,
however. As teachers can readily attest,it is not uncommon for
studentswho appear to have mastereda particularitem,to revertto
an erroneousformwhen a new challengepresentsitself.
In recent years, the number of books devoted to variation
demonstratesthesignificanceof thistopic in SLA circles(Adamson,
Nativist:UniversalGrammar(UG)
For many years, linguists operating within the tradition of
generative grammar have taken as their primary objective a
descriptionof the knowledge or competence of the ideal speaker-
listenerof thelanguage. Withtheadventof Chomsky'sgovernment-
binding theory, more attentionhas been concentrated on the
question of how thecompetence of thenativespeaker is attained.A
major assumptionChomsky makes is that the linguisticinput to
children acquiring their first language underdeterminesor is
insufficientto account forlanguage acquisition.Moreover,children
5 Some of the more prominentamong these being Krashen'smonitormodel (1985), Hatch
and Hawkins' experientialapproach (1985); Bialystokand Ryan's knowledge and control
dimensions (1985); McLaughlin's cognitive theory (1987); the multidimensionalmodel
(Pienemann & Johnston,1987; Clahsen, 1987); Andersen'scognitiveinteractionistmodel
(1988), and the functionalist
perspective(Tomlin,1990).
Environmentalist: Connectionism/Parallel
DistributedProcessing(PDP)
AlthoughPDP/connectionistmodels are fairlynew to the field,I
have chosen to discussthembecause of theirstrikingcontrastto the
UG approach, and because some researchers,at least,believe that
theyhave much to offerthe SLA field (Gasser, 1990; Sokolik,1990;
Spolsky, 1988). Sokolik pointsout thatconnectionistprinciplesare
by no means new; what is new is theattemptto build connectionist
models to test theirexplanatorypower in a number of different
fields.PDP theorists(Rumelhart,McClelland, & the PDP Research
Group, 1986a, 1986b) have built computer models of human
cognitionbased on what is knownabout thestructureof thehuman
brain. PDP theoristsassume no innate endowment (although,as
Gasser pointsout,theseresearchersare increasinglyconcernedwith
the initialstate of the networkstheyhave constructed).Learningis
held to consist of the strengtheningof connections in complex
neuralnetworks.The strengthof theirconnectionsor theirweightis
determinedby the frequencyof patternsin the input.
As the inputis encoded, the computerreorganizesitselfto reflect
the new statisticalrelationshipspresentin the input. Afterbeing
presented with a number of correctlymatched input and output
patterns,the computeris presentedwitha novel set of itemsto see
how it generalizesbeyond what it has received as input (Sokolik,
1989). Interestingly, what resultsis performancethatlooks like rule-
governed behavior (some formsare produced correctly,some are
incorrect due to overgeneralizations), but which is simply a
reflectionof the connectionsformed on the basis of the relative
frequencyof patternsin the input. It has also been pointed out,
however, thatsome of the computeroutputis not consonantwith
theperformanceof child L1 learners(i.e., some of theerrorsare not
plausible froma human standpoint[Pinker& Prince,1988]). "One
possibilityis thatL2 learningmay be associativein theconnectionist
sense,whereasL1 acquisitionmay be morerule drivenin the gener-
ative sense" (Sokolik,1989,p. 358). In any event,a model thatlearns
withoutrulesand whichwill accountforat least "some performance
Interactionist:
VariableCompetenceModel
Anothertheoreticalperspectivewhich would require a reexami-
nationof theperformance/competence distinctionis a model which
attempts to account for the external and internal processes
responsible for SLA (Ellis, 1985). Recall that Tarone (1979)
hypothesized that learnerscontrol a continuumof stylesranging
from a superordinatestyle produced when the speaker pays the
most attentionto form,to a vernacularstyle produced when the
least attentionto formis given. Interlanguagedata, Tarone (1983)
argued, contradictwhat is called the "homogeneous competence"
model of Chomsky, which assumes that there is a homogeneous
competence of an ideal speaker-learneravailable for inspection
throughintuitionaldata. Instead, Tarone interpretsthe IL data to
suggest that learners develop heterogeneouscapability, which is
systematicand whichis composed of a range of styles,and Tarone
maintainsthat the proper data for the study of this capability is
naturalspeech.
Ellis (1985) is in substantialagreementwith thisposition.Rather
thanviewingvariabilityin thedata at best as an inconvenience,Ellis
places variability at the heart of his model. In the variable
competence model, Ellis hypothesizesthatfreevariationis crucial
because it serves as the impetusfordevelopment.(But see Preston,
1989.) New forms,he believes, firstenter the learner'sIL in the
carefulstyleof speech when learnersare attendingto form.Tarone
(1990) suggests that they may enter the learner's IL due to
conversationalinteractionswith native speakers or possibly due to
social convergence or Sloblin's (1973) operatingprinciples. Once
the learner startsusing them, the new formsare in free variation
with existing forms, the new and the old coexisting without
definablyseparate functions.Because thisstateis in violationof the
efficiencyprinciple (Ellis, 1990b) or Andersen's(1984) one-to-one
principle,a second phase follows. During thisreplacementphase,
learners seek to make maximum communicative use of the L2
resources they have by mapping one form onto one function.
Therefore,each formin a pair is graduallyrestrictedin use, i.e.,
takes on a particularrange of target-and nontargetlikeforms.In
Ellis' model, free variabilityis the force driving development;
systematic variability then comes into play, determiningwhat
subsequentlyhappens to newly acquired items.
THE LEARNER:DESCRIPTION
The question of differential success is one of the major
conundrums of SLA: Why is it that all individuals with normal
faculties successfullyacquire their firstlanguage but meet with
differentdegrees of success when theyattemptto masteran L2? A
related issue is indeed whethercomplete success in acquiringan L2
is even possible when studyis begun beyond a so-called criticalage.
In thissectionI will deal withthe matterof age first,followed by a
brieflook at the othermajor factorswhich have been hypothesized
Age
As with so much in the fledglingSLA field, the issue of age-
related effectsin SLA is a contestedone-in fact,even theirvery
existenceis controversial.(My sourcesforthissectionare primarily
Long, 1990a, and Larsen-Freeman& Long, 1991, chapter 6.) The
threebooks published in the last few years which explore the link
between age and SLA will serve to illustratethe controversy.The
firstpositionis thatonly children,not adults,can attainnative-like
pronunciationin the L2 (Scovel, 1988a); the second findsthatthe
data are ambiguous or mixed (Singleton,1989). The thirdposition
holds thatolder learnersenjoy an advantage over youngerlearners
(Harley, 1986, reportsevidence showing older learnersare faster
than younger ones). Opinion also varies about the scope of the
alleged effects(only accent or other domains as well?) and the
causes of such effects (affective factors, identity, cognitive
maturation,inputdifferences,neurologicalcauses?).
Early on, Krashen,Long, and Scarcella (1979) (see also Krashen,
Scarcella, & Long, 1982) reviewed theliteratureon age differences
in second language acquisition and came to the conclusion that
older learners are initiallyfaster than younger learners when it
comes to the acquisition of morphosyntax;however, younger
learners outperformolder learnersin the long run. According to
Long (1990a), despite the fact that numerous studies have been
conducted since thisearly conclusion,the generalizationseems to
hold, "with the exception of some fuzziness in the area of
phonology" (p. 260).
Aptitude
Obvious to thecasual observeris thefactthatindividualslearnat
differentrates. Not so obvious to even the careful observer,
however, is whetheror not there is a special language learning
aptitudewhich is the source of the difference.Certainlyit has long
been presumed thatthereis such a thingas language aptitude,and
in factthereare severalmajor testswhichare commonlyemployed
to measure it (Carroll, 1981). Some researchers,however, have
questioned the existenceof an innatelinguisticaptitude (Neufeld,
1979). A solutionto the dispute may lie in the distinctionCummins
(1980) makes between cognitive/academiclanguage proficiency
(CALP) and basic interpersonalcommunicationskills (BICS). It
Social-PsychologicalFactors:Attitudeand Motivation
Along with aptitude,the social-psychologicalfactorsof attitude
and motivation have long been thought to have an important
bearingon language learningsuccess. In 1959 Gardnerand Lambert
were able to identifytwo factorswhich were responsible for the
French proficiencyof Anglophonestudentsof French in Montreal:
aptitudeand a constellationof attitudestowards FrenchCanadians
including motivationalintensityand integrativemotivation.For
Gardner and Lambert (cf. Gardner, 1979), there is actually an
indirectrelationshipbetween attitudeand successfulSLA. Attitudes
affectmotivation,which in turnaffectsSLA.
Since Gardner and Lambert's pioneeringresearch,much work
has been done on refiningthe relationshipamong the constructs.
Justin the area of attitudesalone, for example, learners'parents'
attitudestowards speakers of the TL, attitudesof peers, learners
attitudestoward theirlearningsituation,teachers'attitudestowards
theirstudents,and one's attitudestowards one's ethnicitywere all
studied fortheirinfluenceon SLA.
In the area of motivation,the strengthof learners'instrumental
(a
utilitarianmotive forlearningan L2) versusintegrative(identifica-
tion with L2 group) motivation has been measured to test
predictions of their differentialeffecton L2 learning outcomes.
Differentresearchershave reached differentconclusions about
hypothesized correlations depending upon the learner context;
perhaps the only reliable finding is that the intensityof the
motivationis more importantthanthe type. Clearly more research
is needed on thedifferent influenceson motivation.For example,in
Personality
Various personalitytraitshave been thoughtto facilitateor inhibit
SLA: self-esteem (Heyde, 1979), extroversion (Busch, 1982),
reactionto anxiety(Bailey, 1983; MacIntyre& Gardner,1989), risk
taking(Ely, 1986), sensitivityto rejection(Naiman, Froihlich,Stern,
& Todesco, 1978), empathy (Guiora, Brannon, & Dull, 1972),
inhibition (Guiora et al., 1972), and tolerance of ambiguity
(Chapelle & Roberts,1986). Some of these traitshave correlated
positivelywith success in SLA; otherfindingshave been inconclu-
sive.
Two generalizationscan be drawnfroma reviewof theliterature.
First, often it appears that the optimal personality"setting"is a
pointmidwaybetween thetwo extremes,i.e., moderateanxietycan
be facilitating(Scovel, 1978); moderate risk takingis linked with
achievement (Beebe, 1983). Second, it is difficultto predict an
individual'sbehaviorin a particularsituationbased on a global trait
measurement.Althoughthereno doubt existsome fairlyconsistent
personalitytraits,more attentionmust be given to the relation
between statesand traits.
CognitiveStyle
Closely aligned with personalityattributesis work on cognitive
styles.A cognitivestyleis the preferredway in which individuals
process informationor approach a task (Willing, 1988). A few
cognitivestyleshave been investigatedfortheirSLA implications:
field independence/dependence, category width, reflectivity/
impulsivity,aural/visual,and analytic/gestalt.
Cognitivestylesare
oftenpresentedin thisfashion-as polarities.In actual fact,humans
more commonlyexhibita tendencytoward one pole or the other.
Of the cognitive styles which have been studied, field
independence has most consistentlyshown a significantpositive
correlation with language learning achievement (Chapelle &
Roberts, 1986; Hansen & Stansfield,1981; Tucker, Hamayan, &
Genesee, 1976). One puzzling consequence of thisfindingis that
field dependence is oftenlinked with empathy,and empathyhas
LearningStrategies
The last learnerfactorto be discussedis one whichhas stimulated
much interestrecently.Again,we can look to the numberof books
that have been published as one sign of the vitalityof this area
(H. D. Brown, 1991; Cohen, 1990; O'Malley & Chamot, 1990;
Oxford,1990; Stevick,1989; Wenden & Rubin, 1987).
Rubin (1975) used the term learningstrategiesto referto "the
techniques or devices which a learner may use to acquire
knowledge" (p. 43). Rubin compiled a list of strategiesemployed
by good language learners.For example, good language learners
are willingto guess when theyaren'tsure,attendto both formand
meaning, and monitor their own and others' speech. Following
Rubin's initiative, much of the research has focused upon
identifying and classifyinglearningstrategies.A second focusof the
researchhas been on determiningtheeffectof strategytraining.As
we have seen in otherareas, the resultsare not straightforward. It
seems that the performance of studentstutored in strategiesis
superior to the performanceof studentswith no such training;
however, the degree to which the traininghas been effective
depends on the task, task difficulty,and the level of support for
strategytransfer.
A Broadeningof Perspective:LearnerFactors
Most of the researchjust reviewed involves simple correlations
between a singleindividualvariable and learnerproficiency.This is
problematic for the same reason that studyingone subsystemof
language cannot fullyilluminateinterrelatedacquisitionprocesses.
As d'Anglejan and Renaud (1985) point out, learner variables
inevitably overlap and interact. Thus, we are likely getting a
distortedpicture if we study one factorin isolation fromothers.
More powerfulmultivariateanalysesexistand should be employed
to examine the relationship among learner factors. (See, for
example, Gradman & Hanania, 1991.) Exacerbatingthe problem is
our awareness that some of these variables may affectlanguage
proficiencyonlyindirectlyas has been postulatedby Gardnerwith
respectto attitudesand L2 learning.
LEARNERFACTORS: EXPLANATION
The Acculturation/Pidginization
Model
Perhaps the earliestmodel to award centralityto learnerfactors
was Schumann'sacculturation/pidginization model (1978a, 1978b).
The model developed from Schumann's observation of the
untutoredacquisitionof Englishby Alberto,a 33-year-old,working-
class Costa Rican living in the Boston area. Alberto lived in a
Portuguese-speaking neighborhoodand worked in a factorystaffed
by NNSs of English. Due to his limited contact with English
speakers,it is not surprisingthatAlbertowas not a verysuccessful
language learner.Schumannexplained Alberto'slimitedacquisition
of Englishby pointingto Alberto'ssocial and psychologicaldistance
from speakers of the TL. Social distance comprises eight group-
level phenomena:social dominance,integrationpatterns,enclosure,
cohesiveness, size, cultural congruence, attitudes,and intended
lengthof residence.Psychologicaldistanceis a constructinvolving
fourfactorsoperatingat thelevel of theindividual:language shock,
cultureshock,motivation,and ego permeability.
Noting the similaritieswhich existed between the social and
psychological dimensions of Alberto's learning context and the
conditions associated with pidginization,Schumann claimed that
the processes underlyingpidginization and the early stages of
naturalisticSLA were analogous. With acculturation(social and
psychologicalproximity),the IL elaborates and develops much as
in creolization.Schumann summarizedhis position by suggesting
thatSLA is one aspect of acculturationand thusthedegree to which
the learneracculturatesto the TL group will controlthe degree to
which the learneracquires the L2.
The SocioeducationalModel
What Schumann labels acculturationis similarin many ways to
Gardner'snotion of integrativeness,
a centralfeatureof Gardner's
BROADENING STILL
Despite the broadening in perspectivethathas occurred within
our two foci,furtherexpansionis desirable-and we are beginning
to see signsof it in the SLA field.At the XthUniversityof Michigan
Conferenceon Applied Linguisticsin 1983,I said:
I believethat[questionsaboutlearningand thelearner]shouldnotbe
addressedindependently as theyhavebeen.I thinkitwillnotbe thecase
thatwe willcome to someunderstanding of theSLA processand then
introducelearnervariablesand calculatetheireffecton the process.
Likewise,I thinkwe cannotfullyunderstandwhatinfluences thelearner
apart fromhis or her engagementin the processof learning.(1985,
p. 434)
A FINAL REMARK
In an editorialI wroteforLanguage Learningin 1980,I described
the field of SLA in transitionfrominfancyto adolescence. In 1985
I wrote in the same journal that SLA had arrived at older
adolescence-surer of itself as a separate discipline while still
enjoyingthe vigor of youth.If I may be permittedto extend the
analogy once again, I would have to say thatdevelopmentallySLA
has enteredyoung adulthood. Mattersof identityshould no longer
be of central concern. As the field enjoys the privileges of
adulthood, however, we must also remember the responsibility
which accompanies privilege.Forced to adopt a narrowperspec-
tive in our research due to practical constraints,we need to
acknowledge the limitationsof our points of view. What I hope
researcherswill be able to achieve is what teachers must also
accomplish: preserving a detailed focus on the particular or
individual,while simultaneouslyholdingthe whole.
U
ACKNOWLEDGMENT
I am gratefulto the skillfuleditingof Sandra Silberstein.
REFERENCES
Adamson,H. D. (1988). Variationtheoryand second languageacquisition.
Washington,DC: GeorgetownUniversityPress.
Adjemian, C. (1976). On the natureof interlanguagesystems.Language
Learning,26(2), 297-320.
Allwright,R. (1988). Observation in the language classroom. London:
Longman.
Andersen, R. (1984). The one to one principle of interlanguage
construction.Language Learning,34(4), 77-95.
Andersen,R. (1988). Models, processes,principles,and strategies:Second
language acquisitionin and out of the classroom.IDEAL, 3, 111-138.
Bailey, K. M. (1983). Competitivenessand anxietyin adult second lan-
guage learning:Looking at and throughthe diary studies.In H. Seliger
& M. Long (Eds.), Classroom oriented research in second language
acquisition (pp. 67-103). Rowley, MA: Newbury House.
Beebe, L. (1980). Sociolinguisticvariation and style shiftingin second
language acquisition.Language Learning,30(2), 433-447.
Beebe, L. (1983). Risk-takingand the language learner.In H. Seliger &
M. Long (Eds.), Classroom oriented research in second language
acquisition (pp. 39-66). Rowley, MA: NewburyHouse.
Beebe, L. (Ed.). (1988). Issues in second language acquisition: Multiple
perspectives.New York: Newbury House/Harper& Row.
Beebe, L., & Zuengler,J. (1983). Accommodationtheory:An explanation
forstyleshiftingin second language dialects. In N. Wolfson& E. Judd
(Eds.), Sociolinguisticsand second language acquisition (pp. 195-213).
Rowley, MA: NewburyHouse.
Beretta,A. (in press). Theory constructionin SLA: Complementarityand
opposition? Studiesin Second Language Acquisition.
Bialystok,E. (1990). The competenceofprocessing:Classifyingtheoriesof
second language acquisition.TESOL Quarterly,24(4), 635-648.
Bialystok,E., & Ryan, E. (1985). A metacognitiveframeworkfor the
development of firstand second language skills. In D. L. Forrest-
Pressley, G. E. MacKinnon, & T. G. Waller (Eds.), Metacognition,
cognition, and human performance (pp. 207-249). Orlando, FL:
Academic Press.
Abbs, B., & Freebairn,I. (1990). Blue- Barton,D., & Ivanic, R. (Eds.). (1991).
printone (Teacher's Book). Harlow, Writingin the community.Newbury
England: Longman. Park,CA: Sage.
Abbs, B., & Freebairn,I. (1991). Blue- Bialystok,E. (1990). Communication
printtwo (Student'sBook). Harlow, strategies:A psychological analysis
England: Longman. of second-language use (Applied
Acklam, R. (1990). Think firstcertifi- Language Studies Series). Oxford,
cate self-studyguide. Harlow, Eng- England: Basil Blackwell.
land: Longman. Bialystok, E. (1991). Language pro-
Alexander,L. G. (1991). Step by step 1: cessing in bilingual children. Cam-
Graded grammar practice for ele- bridge: Cambridge UniversityPress.
mentarystudents.Harlow, England: Blackmore,R. D. (1991). Lorna Doone
Longman. (Longman Classics) (Simplified by
Alexander,L. G. (1991). Step by step 2: D. K. Swan, D. Anderson, & M.
Graded grammar practice for ele- West). Harlow, England: Longman.
mentarystudents.Harlow, England: Blalock, G. (1991). Background read-
Longman. ingsforinstructors usingtheBedford
Alexander,L. G. (1991). Step by step 3: handbook for writers (3rd ed.).
Graded grammar practice for ele- Boston,MA: St. Martin'sPress.
mentarystudents.Harlow, England: Boldt, R. F. (1991). TOEFL technical
Longman. report:Cross-validationof a propor-
Allsop, J. (1991). PenguinEnglish tests tional item response curve model.
(Book 4). London: PenguinEnglish. Princeton,NJ: Educational Testing
Allsop, J.(1991). PenguinEnglish tests Service.
(Book 5). London: PenguinEnglish. Brause, R. S., & Mayher, J. (Eds.).
Allsop,J. (1991). The Penguinbook of (1991). Search and re-search:What
elementaryvery shortstories. Lon- the inquiringteacherneeds to know.
don: PenguinEnglish. Hampshire, England: The Falmer
Allwright,D., & Bailey, K. M. (1991). Press.
Focus on thelanguage classroom:An Brookes, A., & Grundy, P. (1990).
introductionto classroom research Writing for study purposes: A
for language teachers. Cambridge: teachers guide to developing indi-
Cambridge UniversityPress. vidual writing skills. Cambridge:
Austen,J. (1991). Pride and prejudice Cambridge UniversityPress.
(Longman Classics) (Simplified by Brown, H. D. (1991). Breaking the
J. Turvey). Harlow, England: Long- language barrier. Yarmouth, ME:
man. InterculturalPress.
355
359
Computer-AssistedLanguage Learning.
14 articles covering various aspects of
CALL. February,1986. $2.50.
A Handbook of Bilingual Education
Writingand Composition. 9 articleson (Rev. Ed.). MurielR. Savilleand Rudolph
ESL writingand composition,plus tips C. Troike. Specific suggestionsfor de-
for writingteachers and a brief list of and evaluationof bilin-
sign,instruction,
books and journals. February, 1984. gual programs.1978.Sale $3.00.
$2.50.
Sm C I * Yearroundopenings
salaries
andbenefits
? Competitive
* Furnished andairfare
housing
(forsomelocations)
Weinvite
youtowrite
formoreinformation
onELSInternational's
overseas
teaching
opportunities.
-or-4
* e,
ELS InternationalInc.
Recruitment
Officer
4Q
5761Buckingham
Parkway,
Culver California
City, 90230USA
E (800)468-8978
Fax:(213)410-4688
In threevolumes
CONSONANTS
INCONTEXT ~t~Y:l~o
"i -
JoanMorley fli~j
A three-volumepronunciationprogram
focusingon consonantsand prosodicsfor
the intermediate-to-advanced
ESL student.
PROSODICCONTEXTS
paper $7.95 ~rs~ti~
CONSONANT
INTENSIVE
PRONUNCIATION
PRACTICE
paper $16.95
EXTEMPORE PRACTICE
SPEAKING
paper $12.95
FORTEACHERS
TECHNIQUES PUFnNG
ITAuIL
TOGEITHER
A Guide forNonnative Speakers of English Readings forStudents of English as a
Ann Wennerstrom Second Language
ASTUDENT'S
GUIDETOTHE
SELECTED
READINGS
IN
BUSINESS MELAB
Mary C. Spaan
Myra Shulman A self-studymanual forthosepreparingto
An advanced ESL textpresentingtimely take the MichiganEnglishLanguageAssess-
business articlesto sharpenthe analyticaland mentBattery.
readingskills of the businessstudentand paper $12.95
professional.The firstvolume in the English cassette $25.00
forSpecial Purposesseries. set ofbook and cassette $32.50
paper $15.95
Instructor'sManual
paper $4.95
invitesapplicationsforthe1992-93academicyear
M. A. in TESOL
M.A. in Linguistics
Ph.D. in English(AppliedLinguistics)
For information
and applicationswriteto:
CallforPapers
InternationalConferenceon Englishfor ProfessionalCommunication
Abstractsshould be sentto:
Conferenceon EnglishforProfessional
Communication,
c/oDepartment ofEnglish,
CityPolytechnicofHong Kong,
83 Tat Chee Avenue,
Kowloon,Hong Kong
TESOL Membership
Application TESOL
Name
Address
City
Province/State
Country
PostalCode
Telephone
Fax
Membership (Pleasecheck)
Individual $ 42.00 O
Student(at...........................
leasthalf-time ..............................................................................................................
study)*........................ 22.00 0
................................................................................
60.00 0
Joint(two-member household)
Institutional/Library .........................................................................................................
75.00 O
Subtotal ............................................
..................................................................... $
.............................................................................................................................................
* Students arerequiredto provideverification of mlinimum half-time study.Participation is limitedto3
years.
FacultySignature/Title
Institution/Address
Telephone
367
ofcardholder:
Signature
AreasofWork
(Pleasecheck)
ElementaryorPreschool [ AdultEducation O
Secondary O Other 0
CollegeorUniversity 0
TESOLInterest
Sections
sectioninwhichyouwishto becomeactiveand vote.Write1 nextto it.Selectone or
Selecttheinterest
twomoresections.Write2 or3 nextto thesesections.
El Englishas a Foreign Language RS Research
FL IntensiveEnglishPrograms RC Refugee Concerns
EE ElementaryEducation TE Teacher Education
SS Schools
Secondary CA LanguageLearning
Computer-Assisted
HE HigherEducation PA Administration
Program
BE BilingualEducation MW MaterialsWriter
AE AdultEducation DS toDeafStudents
TeachingEnglish
AL Applied Linguistics VD Video
Membership sectionsincludesperiodicnewsletters
inup to threeinterest The
fromtheselectedsections.
numberandfrequency varyfromsectiontosection,
ofthesenewsletters fromyeartoyear.TESOL cannot
thespecificnumber
guarantee orfrequency ofthesenewsletters a membership
during year.
more
I wishtoreceive information
aboutTESOL:
0 publications O awardsand grants
O conventions 0 summer institutes
O placementservice O interest
sections
Pleasesendthiscompleted
formtogether to:
withpayment
TESOL, Inc.
Suite300
1600CameronStreet,
Alexandria, 22314-2751
Virginia USA
368
Title
Institution
Address
Zip/PostalCode
An integratedapproach to build
listening,speaking, reading and
writingskillsfor ESL students
~
sl I II? ?
!B
a
ii:
r,, ,.,
I""-~
-l~yg;S ~?: :
~ **
Now...audiocassettes provide excellent models of native English speech
National
Textbook
Company
adivision
of
NTC,,,,.Publishin
Group,
*
N C 4255 West Touhy Avenue * Lincolnwood, IL 60646-1975 * Fax: 708-679-2494
AD 0296