This volume presents a systematic approach to developing advanced English language competence at tertiary level. It includes the reflections of experienced language teachers and teacher-researchers in the English Language Competence programme at the University of Vienna and provides examples of good practice, amalgamating teaching expertise and research with aspects of curriculum design and programme management.
The book addresses a growing academic and professional interest in understanding advanced language learning and use. To date, research has tended to investigate advanced proficiency from a specific theoretical viewpoint, for example cognition, psycholinguistic processing strategies, or the assumption of a critical period or the age factor. In contrast, this work examines advanced proficiency from a curricular and instructional perspective by providing a profile of advanced-level language development in a specific institutional context. It brings together three areas of language education: curriculum design, pedagogical practice, and research. Within this triangle, advanced English language education is the focus or, conversely, advanced English language education provides the lens through which links between curriculum design, teaching, and research can be established.
Author(s): Armin Berger, Helen Heaney, Pia Resnik, Angelika Rieder-Bünemann, Galina Savukova
Series: English Language Education, 22
Publisher: Springer
Year: 2022
Language: English
Pages: 367
City: Cham
Foreword
Keywords
Contents
About the Authors
Chapter 1: Advanced English Language Competence at the Intersection of Programme Design, Pedagogical Practice, and Teacher Research: An Introduction
1.1 Aim and Scope of the Book
1.2 Perspectives on Advanced Language Competence
1.3 The Institutional Context
1.4 A Curricular Perspective on Advanced Language Competence
1.4.1 Programme Design
1.4.2 Pedagogical Practice
1.4.3 Teacher Research
1.5 Relevance of the Book
References
Part I: The English Language Competence Programme at the University of Vienna
Chapter 2: Language Analysis & Grammar in Use
2.1 Curricular and Theoretical Context
2.2 Main Contents and Teaching Methods
2.2.1 Including a Text/Corpus-Based Perspective
2.2.2 Integrating Form and Function
2.2.3 Incorporating an Interactive Component
2.2.4 Introducing a View of Grammar as a Dynamic System
2.3 Feedback and Assessment
2.4 Challenges and Future Directions
References
Chapter 3: Integrated Language and Study Skills
3.1 Curricular and Theoretical Context
3.2 Main Contents and Teaching Methods
3.3 Feedback and Assessment
3.4 Challenges and Future Directions
Appendices
Appendix 1
ILSS 1 Rating Scale
Appendix 2
ILSS 2 Rating Scale
References
Chapter 4: Language in Use
4.1 Curricular and Theoretical Context
4.2 Main Contents and Teaching Methods
4.3 Feedback and Assessment
4.4 Challenges and Future Directions
Appendices
Appendix 1
LIU Rating Scale for Text Analyses
Appendix 2
LIU Rating Scale for Text Transformations
References
Chapter 5: English in a Professional Context
5.1 Curricular and Theoretical Context
5.2 Main Contents and Teaching Methods
5.3 Feedback and Assessment
5.4 Challenges and Future Directions
Appendices
Appendix 1
EPCO Rating Scale for Text Analyses
Appendix 2
EPCO Rating Scale for Text Transformations
References
Chapter 6: English for Academic Purposes
6.1 Curricular and Theoretical Context
6.2 Main Contents and Teaching Methods
6.3 Feedback and Assessment
6.4 Challenges and Future Directions
References
Chapter 7: Mediation and Genre Analysis for English Teachers
7.1 Curricular and Theoretical Context
7.2 Main Contents and Teaching Methods
7.3 Feedback and Assessment
7.4 Challenges and Future Directions
References
Chapter 8: Practical Phonetics and Oral Communication Skills
8.1 Curricular and Theoretical Context
8.2 Main Contents and Teaching Methods
8.3 Feedback and Assessment
8.4 Challenges and Future Directions
Appendices
Appendix 1
PPOCS 1 Rating Scale
Appendix 2
PPOCS 2 Rating Scale for Presentations
Appendix 3
PPOCS 2 Rating Scale for Interactions
References
Chapter 9: The Language Lab
9.1 Curricular and Theoretical Context
9.2 Main Contents and Teaching Methods
9.3 Feedback and Assessment
9.4 Challenges and Future Directions
References
Chapter 10: Advanced Speaking Skills for English Teachers
10.1 Curricular and Theoretical Context
10.2 Main Contents and Teaching Methods
10.3 Feedback and Assessment
10.4 Challenges and Future Directions
Appendices
Appendix 1
Appendix 2
References
Chapter 11: The Vienna English Language Test
11.1 Contextualisation and Test Purpose
11.2 Test Construct
11.3 Test Method and Administration
11.4 Test Development and Piloting
11.4.1 Collecting Response Data
11.4.2 Including and Excluding Items
11.4.3 Trialling
11.4.4 Standard Setting
11.5 Test Validation
11.6 Conclusion
References
Chapter 12: The Common Final Test
12.1 Contextualisation and Test Purpose
12.2 Test Construct
12.3 Test Method and Administration
12.4 Test Development and Piloting
12.5 Test Validation
12.6 Conclusion
Appendix
References
Part II: Teaching English to Advanced Learners
Chapter 13: Reading Below the Surface: Guiding Students to Getting More out of Texts
13.1 Contextualization
13.2 Objectives
13.3 Procedure
13.4 Evaluation
References
Chapter 14: Writing an Argumentative Essay Like Sherlock Holmes: Teaching Essay Structure with the Detective Analogy
14.1 Contextualisation
14.2 Objectives
14.3 Procedure
14.4 Evaluation
References
Chapter 15: Teaching Punctuation in Consecutive Courses
15.1 Contextualization
15.2 Objectives
15.3 Procedure
15.3.1 Integrated Language and Study Skills 1
15.3.2 Integrated Language and Study Skills 2
15.4 Evaluation
References
Chapter 16: Dealing with Stage Fright
16.1 Contextualisation
16.2 Objectives
16.3 Procedure
16.4 Evaluation
References
Chapter 17: Improving Advanced Interaction Skills
17.1 Contextualization
17.2 Objectives
17.3 Procedure
17.3.1 Session 1: Agreeing/Disagreeing and Turn-Taking
17.3.2 Session 2: Developing Persuasive Longer Turns
17.4 Evaluation
References
Chapter 18: Fostering Awareness of Academic Writing Through Speaking: Speech Days
18.1 Contextualisation
18.2 Objectives
18.3 Procedure
18.4 Evaluation
References
Chapter 19: Using Text Comparison to Illustrate the Concept of Audience
19.1 Contextualization
19.2 Objectives
19.3 Procedure
19.4 Evaluation
References
Chapter 20: Text Transformation: The Art of Parody
20.1 Contextualisation
20.2 Objectives
20.3 Procedure
20.4 Evaluation
Appendices
Appendix 1
Appendix 2
References
Chapter 21: Improving Students’ Writing and Mediation Skills in English in a Professional Context: Guiding Student Writers Through the Transformation of Specialist Legal Texts into Texts for Non-Specialists
21.1 Contextualization
21.2 Objectives
21.3 Procedure
21.3.1 Warm-Up: Gathering Useful Techniques
21.3.2 Introduction to the Topic of the Texts and to the Activity
21.3.3 Activity
21.3.4 Follow-Up Work
21.3.4.1 Homework Assignment
21.3.4.2 Workshop Session
21.4 Evaluation
References
Part III: Teacher Research on Learning, Teaching, and Assessment
Chapter 22: Students’ Conceptions of Academic Writing in a Second Language: Perspectives of Advanced Students of English
22.1 Introduction
22.2 Theoretical Background
22.2.1 Academic Writing
22.2.2 Learner Beliefs
22.3 Research Questions
22.4 Study Description
22.4.1 Participants
22.4.2 Methodology
22.5 Results
22.5.1 Academic Writing: Experiences and Challenges
22.5.1.1 Initial Experiences and Challenges
22.5.1.2 Perceived Changes in Challenges
22.5.2 Academic Writing: L1 vs. L2 Competence
22.5.2.1 Initial Perceptions of L1 – L2 Competence
22.5.2.2 Perceived L1 – L2 Competence after Having Taken EAP
22.5.3 Writer Identity: Conceptions of its Role and Realisation
22.5.3.1 Initial Conceptions of Writer Identity
22.5.3.2 Writer Identity: Changes in Conceptions after Having Taken EAP
22.6 Discussion
22.7 Conclusion
References
Chapter 23: Analysing Discourse Coherence in Students’ L2 Writing: Rhetorical Structure and the Use of Connectives
23.1 Introduction
23.2 Theoretical Background
23.2.1 Coherence and Cohesion
23.2.2 Research on Connectives and Coherence in Learner Writing
23.2.3 Bridging the Gap Between Cohesion and Coherence: Rhetorical Structure
23.3 Methods and Analysis
23.3.1 Text Corpus
23.3.2 Analytical Framework
23.3.2.1 Coherence Ratings
23.3.2.2 Coherence Structure Analysis
23.3.2.3 Analysis of Connectives
23.4 Results and Discussion
23.4.1 Structural Patterns
23.4.2 Explicit Marking of Coherence Relations: The Use of Connectives
23.4.3 Considering Relation Types: Contrastive Versus Additive Relations
23.4.4 Beyond Connectives: Alternative Ways of Marking Coherence Relations
23.4.5 Desiderata
23.5 Conclusion
References
Chapter 24: Advanced Students’ and Lecturers’ Views on the Usefulness of Vocabulary Logs for Expanding Vocabulary
24.1 Introduction
24.2 Rationale Behind the Use of a Vocabulary Log in ILSS 1
24.2.1 Advanced Vocabulary Needs
24.2.2 Vocabulary Log Design
24.3 Research Questions
24.4 Study Description
24.4.1 Participants
24.4.2 Methodology
24.5 Results
24.5.1 Background Information on Vocabulary in the ILSS 1 Log
24.5.2 Tasks in the ILSS 1 Vocabulary Log
24.5.3 Features Shared by the Vocabulary Logs for ILSS 1 and ILSS 2
24.5.4 General Feedback
24.6 Discussion
24.7 Conclusion
References
Chapter 25: Weaving Academic Texts: An Observation of Students’ Quest for the Magic of Words in the English Language Competence Programme
25.1 Introduction
25.2 Theoretical Background
25.3 Research Questions
25.4 Methods and Participants
25.5 Results
25.6 Discussion
25.7 Conclusion
References
Chapter 26: Assessing Oral Presentations and Interactions: From a Systematic to a Salient-Feature Approach
26.1 Introduction
26.2 Theoretical Background
26.2.1 Investigating Rating Scales
26.2.2 Descriptor Styles
26.3 Context of the Study
26.4 Research Aims and Methods
26.5 Results and Discussion
26.5.1 Rating Scale Properties
26.5.2 Number of Bands
26.5.3 Rater Perceptions
26.6 Conclusion
Appendices
Appendix 1
Salient-Feature Scale for Presentations
Appendix 2
Salient-Feature Scale for Interactions
References
Chapter 27: Foreign Accent and the Role of Identity in the Adult English as a Foreign Language Pronunciation Classroom
27.1 Introduction
27.2 Theoretical Background
27.3 Methodology
27.3.1 Participants
27.3.2 Materials and Procedure
27.3.3 Analysis
27.4 Results
27.4.1 Feelings About Their Foreign Accent
27.4.2 Learning Goals and Achievement
27.4.3 Identity and Achievement
27.5 Discussion
27.6 Conclusion
References
Chapter 28: Designing a Speaking Competence Course for Future Teachers of English: Exploring Students’ Needs
28.1 Introduction
28.2 Theoretical Background
28.3 Research Questions
28.4 Methodology
28.4.1 Participants
28.4.2 Questionnaire
28.5 Results
28.5.1 Student Opinions About Key Points
28.5.1.1 English Teachers’ Speaking Ability
28.5.1.2 Attitudes Towards the PPOCS 2 Course
28.5.1.3 Students’ Own Speaking Ability
28.5.2 Confidence in Teaching-Related Speaking Skills
28.5.3 Topics to Be Covered
28.5.4 Areas of Expertise
28.5.5 Further Suggestions
28.5.5.1 Improving Speaking Skills for Classroom Purposes
28.5.5.2 Changes to PPOCS 2
28.6 Discussion
28.7 Conclusion
References
Chapter 29: Conclusion
29.1 A Language Programme Shaped by Design, Practice, and Research
29.2 The Interplay Between Design, Practice, and Research
29.3 Future Directions
29.4 Learning from Local Practice
References
