English as a second language

ENGLISH AS A SECOND LANGUAGE......Page 4
Contents......Page 6
Preface......Page 8
Abstract......Page 14
Introduction......Page 15
1. Neural Commitment: The Profound Effects of Language Experience......Page 17
1.1. Two Basic Perceptual Phenomena......Page 18
1.2. Effects of Linguistic Experience......Page 19
1.3. ESL Learning Under the Influence of Native-Language-Neural-Commitment......Page 22
1.4. The Role of Phonetic Learning in Language Acquisition......Page 26
1.5. Relationship between Speech Perception and Production......Page 28
2. Neuroplasticity: The Ability for the Brain to Reinvent Itself in Language Learning......Page 30
2.1. Phonetic Training: Methods, Findings and Remaining Issues......Page 31
2.2. Imaging and Neural Markers of Plasticity......Page 36
3.1. The /R-L/ Training Software......Page 39
3.2. SAT (Speech Assessment and Training Program): New Software Development for ESL Learners......Page 41
4. Implications and Future Directions for Research and ESL Education......Page 44
References......Page 45
Abstract......Page 64
Introduction......Page 65
Structured Input Task......Page 66
Task demand......Page 67
Input-Based Intervention Studies of L2 Pragmatics Acquisition......Page 70
Participants......Page 73
Instructional Treatments......Page 74
Testing Instruments and Procedures......Page 75
Results......Page 78
Discussion......Page 83
Conclusion......Page 85
Note......Page 86
References......Page 87
APPENDIX: EXAMPLES OF REFERENTIAL AND AFFECTIVE ORIENTED ACTIVITIES......Page 89
Improving Asian Students’ Text Comprehension and Interpretation through Reader Response......Page 92
Textual Theories of Response......Page 93
Experiential Theories of Response......Page 95
Psychological Theories of Response......Page 96
Social Theories of Response......Page 97
Cultural Theories of Response......Page 98
Research on Literature-Based Instruction......Page 99
Interpretation Over Comprehension......Page 101
A Variety of Disciplines......Page 102
A Broadened Literary Canon......Page 103
Implications for Literacy Education......Page 104
The Use of Culturally Congruent Literature......Page 105
Children’s Literature for Adult Literacy Education......Page 108
References......Page 110
Children’s Books Cited......Page 114
Abstract......Page 116
Introduction......Page 117
Importance of Vocabulary Acquisition in ESL/EFL......Page 118
Authentic vs. Pedagogical Materials in ELT......Page 120
Textbooks in ELT......Page 121
Authentic Materials in ELT......Page 122
Research Design......Page 123
Instruments......Page 124
The Second Week......Page 125
Data Analysis......Page 126
Evaluation of Research Results......Page 127
Conclusion......Page 130
Implications and Suggestions for Further Study......Page 131
References......Page 132
Abstract......Page 134
Introduction......Page 135
Participants......Page 138
Process......Page 139
Results and Discussion......Page 140
Conclusion......Page 145
References......Page 146
Abstract......Page 148
Introduction......Page 149
1. Why Should 1.3 Billion Chinese Learn English?......Page 150
The Middle School Experience......Page 153
The College Experience......Page 156
3. Is EFL/ESL Teaching in China a Case of the Blind Leading the Blind?......Page 158
4. Can Anyone Really be Expected to Acquire English in This Hostile Environment?......Page 166
Favorite Wine?......Page 170
6. Is It Inevitable That Although We Teach Them English, They Will Learn Chinglish?......Page 172
7. What’s in a Name?......Page 173
8. What Is Worse: Students Who Cheat the System or a System That Cheats the Students?......Page 174
References......Page 176
Abstract......Page 178
Introduction......Page 179
Design......Page 181
Materials and Apparatus......Page 182
Procedure......Page 183
Tests......Page 184
Training......Page 186
Discussion......Page 188
Author Notes......Page 191
Appendix B. Preliminary Experiment......Page 192
References......Page 193
Index......Page 196