tag:blogger.com,1999:blog-5714045366168902489.post5789041458902499365..comments2024-02-06T07:49:22.830-08:00Comments on Evidence Based EFL: MISAPPLIED LINGUISTICSmallingualhttp://www.blogger.com/profile/13278408615407649532noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-5714045366168902489.post-14122147698787018672016-04-22T13:20:03.011-07:002016-04-22T13:20:03.011-07:00Just a quick comment and a good post. One thing th...Just a quick comment and a good post. One thing that has irked me is the disregard of IPA in ELT in favor of other systems that have no international standard and are not used in the literature.<br /><br />This could be a pet peeve of mine, but it seems there is an already agreed upon way of phonetics, yet some feel they need to literally reinvent the alphabet or otherwise misapply IPA rules.Anthonyhttps://www.blogger.com/profile/18061399616535506559noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-35729669333245369832016-04-13T07:57:47.702-07:002016-04-13T07:57:47.702-07:00Thanks for this post, Leo
I think not all of the ...Thanks for this post, Leo <br />I think not all of the theories can be applied in classroom, however, it is an important point that specialists and practitioners can choose the one which can be applied in the class.<br />SaddahAnonymoushttps://www.blogger.com/profile/08181815372813550185noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-11335032282100670262016-03-04T09:03:41.859-08:002016-03-04T09:03:41.859-08:00A very interesting blog post.
In your reply you re...A very interesting blog post.<br />In your reply you refer to 'co-text' rather than 'context' and I realise that in my classes I've probably been using 'context' for both the non-verbal environment in which a word is used and the surrounding words. I hope this knowledge of the two different terms will make me a better teacher, or should I say 'practitioner'?<br /><br />As well as the cases you mention, co-text is useful for learning collocations and is necessary in the cases where English words have several different meanings e.g. 'admit'- to accept blame for an action, to allow someone to join a class/club, to accept that something is true.<br />Thanks for an interesting read.Sheridannoreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-45386554515764839392016-03-03T12:41:05.661-08:002016-03-03T12:41:05.661-08:00Thank you Steve and Huw!
For the link and referenc...Thank you Steve and Huw!<br />For the link and reference. I'll take a look at both.<br />LLeohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-24079247268620544692016-02-28T07:44:39.414-08:002016-02-28T07:44:39.414-08:00Thanks for this, Huw. It's frustrating how muc...Thanks for this, Huw. It's frustrating how much good information is inaccessible to those outside "inner circles" of academia.<br /><br />SteveAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-46348165510811761612016-02-28T07:31:50.758-08:002016-02-28T07:31:50.758-08:00Hi Steve, Leo and others
See also the Pennycook K...Hi Steve, Leo and others <br />See also the Pennycook Keynote on WWW.TESOLacademic.org https://www.youtube.com/watch?v=yzwHrqNGxzA&feature=youtu.be #openaccess and particularly useful for those facing paywalls to knowledge! TESOLacademichttps://www.blogger.com/profile/07337716337645364064noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-38748850744520269692016-02-28T07:00:31.013-08:002016-02-28T07:00:31.013-08:00Hi Leo,
Here's the reference to Pennycook'...Hi Leo,<br /><br />Here's the reference to Pennycook's article:<br /><br />Pennycook, A. (1990), 'Critical pedagogy and second language education', in System Vol.18, No.3, pp.303-314.<br /><br />Pennycook was arguing that we should engage in critical pedagogy in language teaching, rather than just viewing language teaching as a kind of applied-linguistics-in-action. Reading it now, it's perhaps quite surprising how relevant it still is - it certainly really resonates with me.<br />Let me know what you think if you manage to get time to read it.<br />Best wishes,<br /><br />SteveAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-52384453175411914222016-02-27T02:24:48.508-08:002016-02-27T02:24:48.508-08:00Dear Ahmed,
Thank you for stopping by. I also thin...Dear Ahmed,<br />Thank you for stopping by. I also think that teachers' workload doesn't allow them to engage with research, hence my remark about the role of mediators. But I understand, of course, not everyone would agree with this position - see, for example, Natalia's comment above.<br />LLeohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-60294484399568108882016-02-27T02:20:18.276-08:002016-02-27T02:20:18.276-08:00Hi Steve,
Thank you for your thought-provoking co...Hi Steve,<br /><br />Thank you for your thought-provoking comment. I'm glad you agree the points I make. I'd like to dig up that Pennycook's article.<br /><br />L<br /><br /><br />Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-3073781109557749232016-02-25T18:10:32.326-08:002016-02-25T18:10:32.326-08:00Dear Leo,
I am really happy to see people swimmin...Dear Leo, <br />I am really happy to see people swimming against the current. When Russ presented Pseudo-Science I was shocked that someone really have the same belief. But today, I can see that many practitioners and specialist agree with you. I hope one day we will see theorists come down to earth and see what is going on in classrooms. <br />One little thing, not all teachers are exposed-have the ability or time- to research sources. That could be because of the huge loads of work. It is not an easy job. Anonymoushttps://www.blogger.com/profile/05044841335664432108noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-4073321344309801922016-02-23T12:47:58.274-08:002016-02-23T12:47:58.274-08:00Thanks for this post, Leo - I think you make some ...Thanks for this post, Leo - I think you make some very good points. A lot of literature in applied linguistics is very dry and seems far removed from classroom practice. I wonder if, perhaps, we are looking to the wrong sort of academia for our answers? Applied linguistics, as an academic discipline, tends to operate within a positivist paradigm, with research usually based on the collection of quantitative data that is analysed in order to test a hypothesis. This tends to produce research findings that are valid and generalisable, but which often focus on rather arbitrary or inauthentic things - like how quickly language learners can recall lists of words, for example. <br />In order to be generalisable or measurable, such studies are often stripped of context, but of course stripping them of context also takes away the many factors that exist in a classroom and which may well have a big impact on learning.<br />I think it was Pennycook who wrote many years ago (something like 1992) that ELT should pay less attention to Applied linguistics and more to Education for its academic input. This hasn't happened, but if you ever look at articles in educational journals you find the research is far more qualitative, more focused on the learners and the learning experience, and I think this is lacking in applied linguistics.<br />Rather than looking for a single answer to how languages are learned (whether it's universal grammar, lexical priming, whatever) maybe we should accept that there are so many variables in the language learning process that to try to find "the" answer is maybe a bit of a waste of time, and maybe we should take a more qualitative approach and listen to what teachers and learners have to say and use this as our data. This might also help us to get more in tune with our praxis, and to regard language teaching as a form of education (which it is) and not some kind of scientific pursuit (which is what applied linguists seem to think it is). <br />SteveAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-72121303999094030742016-02-21T10:20:32.147-08:002016-02-21T10:20:32.147-08:00Thank you. I agree with all the points you make: t...Thank you. I agree with all the points you make: the age factor and small samples used by researchers under experimental conditions.<br /><br />I would also add that few applied linguists keep blogs (unlike TESOL/TEFL teachers) where they disseminate and communicate their findings in a more 'user-friendly' way.<br /><br />Thank you for reading the post and for your insightful comment.Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-25849504089682191552016-02-21T10:12:50.691-08:002016-02-21T10:12:50.691-08:00Thank you for your comment and clarification regar...Thank you for your comment and clarification regarding TESOL-AAAL timing. If I ever go across the pond to attend TESOL, I'll try and take in AAAL as well.<br />LLeohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-9383610633124437052016-02-21T10:10:23.829-08:002016-02-21T10:10:23.829-08:00Hi Geoff,
I see you haven't left the ELT blog...Hi Geoff,<br /><br />I see you haven't left the ELT blogosphere completely - good that you're still around!<br /><br />I didn't make up my examples - they come from my experience as teacher trainer and from reading academic journals. "Lexical chunks" are used but I see "formulaic language" is the term used a lot by Schmitt, Wray, Ellis, N. But you're right. I should have done a Google search before making sweeping generalisations - but then, you're not exactly a paragon of subtlety :)<br /><br />I'm glad that you agree on the whole with the point I make and that you liked my comment about mediators - but then again, I knew you would ;)<br /><br />Finally, regarding my uncritical acceptance of Hoey's theory - duly noted.<br /><br />L<br />Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-37522104976642629352016-02-21T08:42:14.370-08:002016-02-21T08:42:14.370-08:00A major problem I've witnessed is that our pro...A major problem I've witnessed is that our profession does not incorporate findings (or for the most part are even aware) of important educational research. We've shuttered ourselves off from the wider world of education. Take for example a very clear falsehood that research has shown wrong but which seems common knowledge in TESOL - that children learn language quicker than adults (they don't - they learn differently and when time is accounted for, they actually learn slower). Plus, how many EFL instructors/teachers actually pursue and obtain higher degrees in education / teaching? Too many university instructors teaching the practical subject of "English" have degrees in applied linguistics which does nothing to inform them about how to teach and the practical elements of what works in a classroom. <br /><br />I'll refrain from commenting in detail how much of what is published as "research" by applied linguists is just junk - small samples and can't be applied beyond its own situational conditions, mainly done to write a paper and get published and keep the job. Too much flywheel, not enough sparkplug.<br /><br />Appreciate the post. abracadabrahttps://www.blogger.com/profile/12215958532321466788noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-46647962231613349762016-02-20T21:01:53.611-08:002016-02-20T21:01:53.611-08:00I agree with your post and hence have stopped goin...I agree with your post and hence have stopped going to AAAL. My rationale: if theory builders believe that they can do their stuff without considering applications, then what's the point of listening to them. <br /><br />Regarding the TESOL-AAAL timing, I hear that this is a temporary separation (because things were planned a long time ago) and they will be coming back together.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-10652681977862471462016-02-19T07:54:51.963-08:002016-02-19T07:54:51.963-08:00Hi Leo,
Following a promise to use “solid, subst...Hi Leo, <br /><br />Following a promise to use “solid, substantial evidence” to support your case for misleading terminology, you assert that readers are unlikely to have ever seen an article in an applied linguistics journal dealing with “lexical chunks” because scholars use the term “formulaic language”. In fact, there are a large number of articles in applied linguistics journals using the term “lexical chunks”, including articles written by Biber, Conrad, Nattinger and DeCarrico, Tomlinson, Widdowson, Skehan, Robinson, G. Cook, Thornbury, Shmitt, Lindstromberg, Boers, Wray, Allen, Eyckmans, Kappel, Stengers, Wang, and Koprowski. <br /><br />You go on to say that “grammar teaching is referred to by applied linguistics as “focus on form”...., teaching “is disguised (sic) as “instruction”, .... and the classroom is referred to as an “instructional setting”.” In fact, articles for applied linguistics journals about grammar teaching often use the term “grammar teaching”; articles about teaching often use the term “teaching”, and classrooms are often referred to as “classrooms”. A search in Google Scholar will confirm these assertions. So, while I think we can all appreciate the point you’re trying to make, I’m afraid you don’t make the point very well; better examples of obscurantism are, after all, not difficult to find. <br /><br />I completely agree with your point about “mediators”, as you call them, ignoring, misinterpreting or misapplying research findings. It’s a pity that your own attempts “to translate research into clear methodological guidelines” don’t take more notice of research which contradicts Hoey’s theory of language learning, a theory which you so uncritically champion. <br /><br />Geoff Jordan <br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-8377652445454594362016-02-17T13:47:17.576-08:002016-02-17T13:47:17.576-08:00Hi Vicki,
Good to see you here!
In fact, there ha...Hi Vicki,<br /><br />Good to see you here!<br />In fact, there have been other studies which showed that contextualisation is not always helpful in the early stages of learning. The problem is though, just like in Webb's study, is the target items normally chosen for such experiments. <br /><br />You don't really need much context to learn concrete nouns - words with high semantic content. Once you form the link between the word "hammer" and its L1 translation, there you have it! But how can you learn without context (or rather co-text) words that do not have exact L1 equivalents (e.g. "sizzle" doesn't have L1 equivalents in many languages), abstract nouns (e.g. "guilt", "fault") or expressions ("all the more reason for").<br /><br />Sorry about too many brackets - or it is parentheses? ;)Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-92020754314608477602016-02-17T13:45:38.581-08:002016-02-17T13:45:38.581-08:00This comment has been removed by the author.Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-71060029670785001072016-02-17T13:30:23.131-08:002016-02-17T13:30:23.131-08:00Hi Natalia,
Thank you for your kind words. You th...Hi Natalia,<br /><br />Thank you for your kind words. You think I absolve teachers of the responsibility and delegate it to mediators? Perhaps. I would like teachers to be thoughtful and reflective consumers of research but the sad truth is most of them are not - excluding, of course, all the readers of this blog and those who have left comments here :)<br /><br />Thank you for reading the post and taking the time to comment.Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-10095001156058772012016-02-17T13:25:09.566-08:002016-02-17T13:25:09.566-08:00Hi Ben,
I'm glad you like the article and my b...Hi Ben,<br />I'm glad you like the article and my blog.<br />TESOL is in Baltimore this year and AAAL... is in Orlando. You see, the gap is growing wider. The conferences are not timed together like it has been for the past few years :/Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-89985188882031990982016-02-17T13:21:57.180-08:002016-02-17T13:21:57.180-08:00Thank you, Huw. I know that you're trying to b...Thank you, Huw. I know that you're trying to bridge the gap and I should have mentioned your website too! Thank you also for your definition of the elusive term. I'm sure many assume that "praxis" is just a lofty, academic way of referring to "practice" (as opposed to theory)<br />LLeohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-90604649743309936482016-02-17T13:08:03.713-08:002016-02-17T13:08:03.713-08:00Hi Marek,
Yes, I must have ranted about it at TES...Hi Marek,<br /><br />Yes, I must have ranted about it at TESOL :) I think you're doing a great job with TEFL Equity Advocates. I often mention your initiative to people I meet. Just today I was talking to an English teacher who had a Master's degree (with a TESOL component) from the Sorbonne and a CELTA and who got the boot because she was a non-native! You see the language school she was working at in London suddenly decided to keep only NESTs and sack all NNESTs.<br /><br />When it comes to EFL, I'm somewhat ambivalent about it. Indeed, how do we turn the research into EFL pedagogy? For example, Penny Ur, who is one of the mediators who normally does a good job of translating research into easy-to-digest practical tips. She dabbled with ELF for a while (about 6-7 years ago); I heard her give a couple of talks on the subject. But when Jenkins and Seidelhofer went a bit "extreme", she sought to distance herself from the ELF movement.<br />I think she said once (in one of her talks) that "she go" and "people which" may be acceptable and do not cause breakdown in communication as long as we are TEACHERS, we should teach the correct/standard form. Indeed, our students expect us to. Of course, they can go on to use "she go" outside the classroom and still be intelligible.<br /><br />I agree with you about expensive subscriptions to most academic journals full of incomprehensible articles. Hence my suggestion about reading blog.<br /><br />Thank you for your comment!<br /><br />L<br />Leohttps://www.blogger.com/profile/16077987567636970527noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-49129122131908670132016-02-17T03:53:08.935-08:002016-02-17T03:53:08.935-08:00Great! Must confess my draw dropped open when I re...Great! Must confess my draw dropped open when I read presenting words in context was less effective than presenting words pairs, but I was greatly reassured that that wasn't the case as I read on. Many thanks for an interesting read. Vickihttps://www.blogger.com/profile/05874066922451262091noreply@blogger.comtag:blogger.com,1999:blog-5714045366168902489.post-48340355464537394672016-02-16T14:54:41.122-08:002016-02-16T14:54:41.122-08:00I have been reading LexicalLEO for some time and a...I have been reading LexicalLEO for some time and absolutely love what he writes. I also agree with his main point here, that there is a gap and we should try and bridge it. However, I wouldn't delegate that responsibility to "mediators", though. Knowing all the difficulties in access to research, mediators -- such as material writers and teacher trainers -- can and should try to help, but we should not expect so little of teachers either. To me, teachers cannot be mere consumers of guru-digested guidelines. Why? First of all, ideologically, I believe merely applying guidelines is the job of a technician, and although technicians are extremely important in the world, we should expect more reflection and decision power from a profession that lives of other people studying. Secondly, I'm reminded of a Canagarajah book (but I'll be damned if I remember which) that indicates that the moment teachers close their classroom doors, things may just stay the same... They'll get a top-notch task-based book and do grammar and translation. They'll say yes to the task-based teacher training and teach as they've always done. Materials and teacher training do not a class make.Natália Guerreirohttps://www.blogger.com/profile/10079901740757655228noreply@blogger.com