Expertise research in language teaching: Some examples and some issues
DOI:
https://doi.org/10.25170/ijelt.v3i1.1596Keywords:
LATEX, concurrent verbalization, stimulated recallAbstract
LATEX (for Language Teaching Expertise) is a research group which focuses on expertise studies in areas of language teaching. The paper describes a number of research projects LATEX has been involved in. One set of these are concerned with expertise in task and materials design, considering the procedures so-called experts follow when engaged in these activities. A further project concentrates on materials evaluation and researches how teachers with differing degrees of experience go about the pre-use evaluation of a textbook. Another study comparing the classroom performance of ‘novice’ and ‘expert’ teachers is described. All these studies involve forms of introspection – concurrent verbalization and stimulated recall - and the use of these techniques is regarded as a defining feature of LATEX research. In the final section, two problematical areas related to expertise research are discussed. The first is concerned with how experts are identified. Secondly, a question related to the training of expertise is considered - how central characteristics of expertise can be distinguished from peripheral features, so that training programmes can focus on what is important.
References
Bereiter, C., & Scardamalia, M. 1993. Surpassing ourselves: An inquiry into the nature and implications of expertise Chicago: Open Court
Bygate, M. 2005. Oral second language abilities as expertise. In K. Johnson (Ed.), Expertise in Second Language Learning and Teaching (pp. 104-127) Basingstoke: Palgrave Macmillan.
Borg, S. 2003. Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.), 1988. The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates
Clark, C. M., & Yinger, R. J. 1987. Teacher planning. In J.Calderhead (Ed.), Exploring Teachers (pp. 84-103). Thinking London: Cassell.
Cohen, A. D. 1998. Strategies in learning and using a second language London: Longman
Ericsson, K. A., & Harris, M. 1989. Acquiring expert memory performance without expert knowledge: A case study in the domain of chess. Unpublished manuscript.
Ericsson, K., A. & J. Smith 1991. (Eds.), Towards a general theory of Expertise. Cambridge: Cambridge University Press
Ericsson, K. A., & J. Smith 1991a. Prospects and limits of the empirical study of expertise: an introduction In K. A. Ericsson & J. Smith (Eds.), 1991. Towards a general theory of expertise (pp. 1-38). Cambridge: Cambridge University Press.
Faerch, C. & Kasper, G. 1987. (Eds.), Introspection in second language research. Clevedon, Avon: Multilingual Matters
Freeman, D., & Richards, J. C. 1996. (Eds.), Teacher learning in language teaching. New York: Cambridge University Press.
Goh, C. 2005. Second language listening expertise. In K. Johnson, (Ed.), Expertise in second language learning and teaching (pp. 64-84). Basingstoke: Palgrave Macmillan.
Green, A. 1998. Verbal protocol analysis in language testing research. Cambridge: University of Cambridge Local Examinations Syndicate, Cambridge University Press.
Hawkins, R. 1998. Learning strategies. In K. Johnson & H. Johnson (Eds.), Encyclopedic dictionary of applied linguistics (pp. 195-197). Oxford: Blackwell.
Johnson, K. 2003. Designing language teaching tasks Basingstoke: Palgrave Macmillan.
Johnson, K. 2005. The general study of expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 11-34). Basingstoke: Palgrave Macmillan.
Johnson, K., Kim, M., Liu, Ya-Fang, Nava, Andrea, Pewrkins, D., Smith, A. M., Soler-Canela, O., & Wang, L. (forthcoming). A step forward: investigating expertise in materials evaluation. English Language Teaching Journal.
McDonough, S. 2005. Training language learning expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 150-164). Basingstoke: Palgrave Macmillan.
Naiman, N., Fröhlich, H., Stern, H., & Todesco, A. 1978. The good language learner Ontario Institute for Studies in Education: Research in Education Series, 7.
Nijaradze, N. 2003 Interactive thining in expert and non-expert teachers’ stimulated recalls. Unpublished MA dissertation, Department of Linguistics and English Language, Lancaster University.
O'Malley, J. M., and Chamot, A. U. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. 1990. Language learning strategies: What every teacher should know. Rowley, Mass.: Newbury House
Papavassiliou, K. 2003. The structure of questioning and feedback in expert and novice teachers’ lessons. Unpublished MA dissertation, Department of Linguistics and English Language, Lancaster University.
Pica, T., Kanagy, R., & Falodun, J. 1993. Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice Clevedon: Multilingual Matters.
Richards, J. C., & Lockhart, C. 1994. Reflective teaching in second language classrooms. New York: Cambridge University Press.
Richards, J. C. & Nunan, D. 1990. (Eds.), Second language teacher education. Cambridge: Cambridge University Press.
Rubin, J. 2005. The expert language learner: A review of good language learner studies and learner strategies. In K. Johnson (Ed.) Expertise in second language learning and teaching (pp. 37-63).Basingstoke: Palgrave Macmillan.
Samuda, V. 2005. Expertise in pedagogic task design’. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke: Palgrave Macmillan.
Samuda, V., Johnson, K. & Ridgway, J. 2000. Designing language learning tasks: A guide Vol. 1 Draft Working Papers on Task Design 1, Department of Linguistics and Modern English Language, University of Lancaster.
Sandhu, P. 2003. Lesson planning for teachers: Does it differ with experience?. Unpublished MA dissertation, Department of Linguistics and English Language, Lancaster University.
Skehan, P. 2001. Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing. Harlow: Pearson Education.
Skehan, P. 2003. Review article: Task-based learning. Language Teaching.
Tsui, A. B. M. 2003. Understanding expertise in teaching New York: Cambridge University Press.
Tsui, A. B. M. 2005. Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and Teaching (pp. 167-189). Basingstoke: Palgrave Macmillan.
Tsui, A. B. M. et al., 2005. A study of good practices in secondary schools for enhancing students’ English language proficiency: Final report. Education and Manpower Bureau, Hong Kong Government Consultancy Study.
Wallace, C. 2005. Reading and expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 85-103). Basingstoke: Palgrave Macmillan.
Weigle, S. C. 2005. Second language writing expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 128-149). Basingstoke: Palgrave Macmillan.
Woods, D. 1996. Teacher cognition in language teaching: Beliefs, decision-making and classroom practice Cambridge: Cambridge University Press.
Bygate, M. 2005. Oral second language abilities as expertise. In K. Johnson (Ed.), Expertise in Second Language Learning and Teaching (pp. 104-127) Basingstoke: Palgrave Macmillan.
Borg, S. 2003. Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.), 1988. The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates
Clark, C. M., & Yinger, R. J. 1987. Teacher planning. In J.Calderhead (Ed.), Exploring Teachers (pp. 84-103). Thinking London: Cassell.
Cohen, A. D. 1998. Strategies in learning and using a second language London: Longman
Ericsson, K. A., & Harris, M. 1989. Acquiring expert memory performance without expert knowledge: A case study in the domain of chess. Unpublished manuscript.
Ericsson, K., A. & J. Smith 1991. (Eds.), Towards a general theory of Expertise. Cambridge: Cambridge University Press
Ericsson, K. A., & J. Smith 1991a. Prospects and limits of the empirical study of expertise: an introduction In K. A. Ericsson & J. Smith (Eds.), 1991. Towards a general theory of expertise (pp. 1-38). Cambridge: Cambridge University Press.
Faerch, C. & Kasper, G. 1987. (Eds.), Introspection in second language research. Clevedon, Avon: Multilingual Matters
Freeman, D., & Richards, J. C. 1996. (Eds.), Teacher learning in language teaching. New York: Cambridge University Press.
Goh, C. 2005. Second language listening expertise. In K. Johnson, (Ed.), Expertise in second language learning and teaching (pp. 64-84). Basingstoke: Palgrave Macmillan.
Green, A. 1998. Verbal protocol analysis in language testing research. Cambridge: University of Cambridge Local Examinations Syndicate, Cambridge University Press.
Hawkins, R. 1998. Learning strategies. In K. Johnson & H. Johnson (Eds.), Encyclopedic dictionary of applied linguistics (pp. 195-197). Oxford: Blackwell.
Johnson, K. 2003. Designing language teaching tasks Basingstoke: Palgrave Macmillan.
Johnson, K. 2005. The general study of expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 11-34). Basingstoke: Palgrave Macmillan.
Johnson, K., Kim, M., Liu, Ya-Fang, Nava, Andrea, Pewrkins, D., Smith, A. M., Soler-Canela, O., & Wang, L. (forthcoming). A step forward: investigating expertise in materials evaluation. English Language Teaching Journal.
McDonough, S. 2005. Training language learning expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 150-164). Basingstoke: Palgrave Macmillan.
Naiman, N., Fröhlich, H., Stern, H., & Todesco, A. 1978. The good language learner Ontario Institute for Studies in Education: Research in Education Series, 7.
Nijaradze, N. 2003 Interactive thining in expert and non-expert teachers’ stimulated recalls. Unpublished MA dissertation, Department of Linguistics and English Language, Lancaster University.
O'Malley, J. M., and Chamot, A. U. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. 1990. Language learning strategies: What every teacher should know. Rowley, Mass.: Newbury House
Papavassiliou, K. 2003. The structure of questioning and feedback in expert and novice teachers’ lessons. Unpublished MA dissertation, Department of Linguistics and English Language, Lancaster University.
Pica, T., Kanagy, R., & Falodun, J. 1993. Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice Clevedon: Multilingual Matters.
Richards, J. C., & Lockhart, C. 1994. Reflective teaching in second language classrooms. New York: Cambridge University Press.
Richards, J. C. & Nunan, D. 1990. (Eds.), Second language teacher education. Cambridge: Cambridge University Press.
Rubin, J. 2005. The expert language learner: A review of good language learner studies and learner strategies. In K. Johnson (Ed.) Expertise in second language learning and teaching (pp. 37-63).Basingstoke: Palgrave Macmillan.
Samuda, V. 2005. Expertise in pedagogic task design’. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke: Palgrave Macmillan.
Samuda, V., Johnson, K. & Ridgway, J. 2000. Designing language learning tasks: A guide Vol. 1 Draft Working Papers on Task Design 1, Department of Linguistics and Modern English Language, University of Lancaster.
Sandhu, P. 2003. Lesson planning for teachers: Does it differ with experience?. Unpublished MA dissertation, Department of Linguistics and English Language, Lancaster University.
Skehan, P. 2001. Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing. Harlow: Pearson Education.
Skehan, P. 2003. Review article: Task-based learning. Language Teaching.
Tsui, A. B. M. 2003. Understanding expertise in teaching New York: Cambridge University Press.
Tsui, A. B. M. 2005. Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and Teaching (pp. 167-189). Basingstoke: Palgrave Macmillan.
Tsui, A. B. M. et al., 2005. A study of good practices in secondary schools for enhancing students’ English language proficiency: Final report. Education and Manpower Bureau, Hong Kong Government Consultancy Study.
Wallace, C. 2005. Reading and expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 85-103). Basingstoke: Palgrave Macmillan.
Weigle, S. C. 2005. Second language writing expertise. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 128-149). Basingstoke: Palgrave Macmillan.
Woods, D. 1996. Teacher cognition in language teaching: Beliefs, decision-making and classroom practice Cambridge: Cambridge University Press.
Published
2007-05-31
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