Eli Hinkel
Datos Biográficos
| ID | 206772 |
|---|---|
| NOMBRE | Eli Hinkel |
| NOMBRES | Eli |
| APELLIDO | Hinkel |
| FIRMA | HINKEL E |
| AFILIACIONES | Seattle University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 115 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1992 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2016 |
| ÍNDICE H | 6 |
Handbook of Research in Second Language Teaching and Learning
It is now accepted that English is not represented by a ‘single monochrome standard form’ (Quirk 1985: 6), but rather comprises an increasingly diverse range of varieties which fulfil different functions and roles for different peoples in different contexts. These varieties of English are often referred to as a field of study or discipline under the name of World Englishes. In this chapter, I shall give a brief review of how and why the field of …
Handbook of Research in Second Language Teaching and Learning
Handbook of research in second language teaching and learning
This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume II, are organized in eight thematic sections. [Also, the] changes in Volume II capture new and ongoing developments, research, and trends in the field, survey prominent areas of…
The effects of essay topics on modal verb uses in L1 and L2 academic writing
World Englishes in Asian Contexts by Yamuna Kachru and Cecil L. Nelson
Current Perspectives on Teaching the Four Skills
This article presents an overview of recent developments in second language (L2) teaching and highlights the trends that began in the 1990s and the 2000s and are likely to continue to affect instruction in L2 skills at least in the immediate future. Also highlighted are recent developments in instruction as they pertain specifically to the teaching of L2 speaking, listening, reading, and writing. In the past 15 years or so, several crucial factor…
Computer Learner Corpora and Their Pedagogical Application
Second Language Writers' Text. Eli Hinkel. Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. Eli Hinkel
Simplicity without Elegance
A quantitative ana lysis of 1,083 Ll and L2 academic texts establishes that advanced nonnative-English-speaking studen ts in U.S. universiti es employ ex cessively simple syn tactic and lexical constructi ons, suc h as be copula as the main verb; p redicative adjectives; vague nouns; and public, private, and expecting/tentative verbs, at median frequency rates sign ifican tly higher than those found in basic texts by native English speake rs. An …
Adverbial markers and tone in L1 and L2 students' writing
New Perspectives on Grammar Teaching in Second Language Classrooms
Contents: Preface. E. Hinkel, S. Fotos, From Theory to Practice: A Teacher's View. Part I: Grammar in Language Teaching. R. Ellis, The Place of Grammar Instruction in the Second/Foreign Language Curriculum. J.C. Richards, Accuracy and Fluency Revisited. M. McCarthy, R. Carter, Ten Criteria for a Spoken Grammar. M.C. Pennington, Grammar and Communication: New Directions in Theory and Practice. Part II: Classroom Approaches to Grammar Teaching. D. …
Culture in Second Language Teaching and Learning (Cambridge Applied Linguistics Series)
Culture in second language teaching and learning
Appropriateness of Advice
The validity of instruments appropriate for eliciting LI (first language) and L2 (second language) speech act data has been widely debated Over the past decade, in investigations devoted to establishing L2 learners' socio-pragramatic competence and performance, discourse completion tests (DCTs) have become increasingly common as ehcitation instruments for comparative analyses of native speaker (NS) and non-native speaker (NNS) socto-pragmattc beh…
The Past Tense and Temporal Verb Meanings in a Contextual Frame
The learning of English past tense meanings and uses has been recognized as a complex issue in the acquisition of an L2. Temporal discourse frames require particular verb tenses, but if the contextual linguistic features of a discourse event are framed differently by members of various cultures, different interpretations of the meanings situated in the frame may result. Based on students' writing and responses to cloze passages framed for past te…
Indirectness in L1 and L2 academic writing
When in Rome
The Use of Model Verbs as a Reflection of Cultural Values
Much research has focused on nonnative speaker (NNS) use of modal verbs of obligation and necessity, indicating that NNSs may have difficulty with these modals and use them in different contexts from those of native speakers (NSs). Research also indicates that appropriate modal verb usage relies on presuppositions commonly known and accepted in a language community. This article proposes that NNS usage of modal verbs reflects the pragmatic framew…
Native and Nonnative Speakers' Pragmatic Interpretations of English Texts
in the U.S. academic environment. The study compares nativespeaker (NS) and nonnative-speaker (NNS) evaluations of four short essays, two written by NSs and two by advanced ESL learners. In terms commonly used in the teaching of L2 academic writing (e.g. a text's purpose and audience, specificity, clarity, and adequate support), there was little similarity between NS and NNSjudgment. The effects of this disparity on L2 learners' pragmatic interpr…
L2 Tense and Time Reference
The meaning and forms of tenses are complex and often difficult for nonnative speakers to acquire. The concepts associated with time which differ among language communities can present an additional level of complexitv for learners. In a survey, 130 ESL students were asked to describe the meanings of English tenses in terms of time concepts used in ESL grammar texts. The results suggest that speakers of Chinese, Japanese, Korean, Vietnamese, and …
Culture in second language teaching and learning
Indirectness in L1 and L2 academic writing
When in Rome
Current Perspectives on Teaching the Four Skills
This article presents an overview of recent developments in second language (L2) teaching and highlights the trends that began in the 1990s and the 2000s and are likely to continue to affect instruction in L2 skills at least in the immediate future. Also highlighted are recent developments in instruction as they pertain specifically to the teaching of L2 speaking, listening, reading, and writing. In the past 15 years or so, several crucial factor…
Simplicity without Elegance
A quantitative ana lysis of 1,083 Ll and L2 academic texts establishes that advanced nonnative-English-speaking studen ts in U.S. universiti es employ ex cessively simple syn tactic and lexical constructi ons, suc h as be copula as the main verb; p redicative adjectives; vague nouns; and public, private, and expecting/tentative verbs, at median frequency rates sign ifican tly higher than those found in basic texts by native English speake rs. An …
Adverbial markers and tone in L1 and L2 students' writing
The Use of Model Verbs as a Reflection of Cultural Values
Much research has focused on nonnative speaker (NNS) use of modal verbs of obligation and necessity, indicating that NNSs may have difficulty with these modals and use them in different contexts from those of native speakers (NSs). Research also indicates that appropriate modal verb usage relies on presuppositions commonly known and accepted in a language community. This article proposes that NNS usage of modal verbs reflects the pragmatic framew…
The effects of essay topics on modal verb uses in L1 and L2 academic writing
Native and Nonnative Speakers' Pragmatic Interpretations of English Texts
in the U.S. academic environment. The study compares nativespeaker (NS) and nonnative-speaker (NNS) evaluations of four short essays, two written by NSs and two by advanced ESL learners. In terms commonly used in the teaching of L2 academic writing (e.g. a text's purpose and audience, specificity, clarity, and adequate support), there was little similarity between NS and NNSjudgment. The effects of this disparity on L2 learners' pragmatic interpr…
World Englishes in Asian Contexts by Yamuna Kachru and Cecil L. Nelson
The Past Tense and Temporal Verb Meanings in a Contextual Frame
The learning of English past tense meanings and uses has been recognized as a complex issue in the acquisition of an L2. Temporal discourse frames require particular verb tenses, but if the contextual linguistic features of a discourse event are framed differently by members of various cultures, different interpretations of the meanings situated in the frame may result. Based on students' writing and responses to cloze passages framed for past te…
L2 Tense and Time Reference
The meaning and forms of tenses are complex and often difficult for nonnative speakers to acquire. The concepts associated with time which differ among language communities can present an additional level of complexitv for learners. In a survey, 130 ESL students were asked to describe the meanings of English tenses in terms of time concepts used in ESL grammar texts. The results suggest that speakers of Chinese, Japanese, Korean, Vietnamese, and …
L2 Tense and Time Reference
The meaning and forms of tenses are complex and often difficult for nonnative speakers to acquire. The concepts associated with time which differ among language communities can present an additional level of complexitv for learners. In a survey, 130 ESL students were asked to describe the meanings of English tenses in terms of time concepts used in ESL grammar texts. The results suggest that speakers of Chinese, Japanese, Korean, Vietnamese, and …
Native and Nonnative Speakers' Pragmatic Interpretations of English Texts
in the U.S. academic environment. The study compares nativespeaker (NS) and nonnative-speaker (NNS) evaluations of four short essays, two written by NSs and two by advanced ESL learners. In terms commonly used in the teaching of L2 academic writing (e.g. a text's purpose and audience, specificity, clarity, and adequate support), there was little similarity between NS and NNSjudgment. The effects of this disparity on L2 learners' pragmatic interpr…
The Use of Model Verbs as a Reflection of Cultural Values
Much research has focused on nonnative speaker (NNS) use of modal verbs of obligation and necessity, indicating that NNSs may have difficulty with these modals and use them in different contexts from those of native speakers (NSs). Research also indicates that appropriate modal verb usage relies on presuppositions commonly known and accepted in a language community. This article proposes that NNS usage of modal verbs reflects the pragmatic framew…
When in Rome
Appropriateness of Advice
The validity of instruments appropriate for eliciting LI (first language) and L2 (second language) speech act data has been widely debated Over the past decade, in investigations devoted to establishing L2 learners' socio-pragramatic competence and performance, discourse completion tests (DCTs) have become increasingly common as ehcitation instruments for comparative analyses of native speaker (NS) and non-native speaker (NNS) socto-pragmattc beh…
The Past Tense and Temporal Verb Meanings in a Contextual Frame
The learning of English past tense meanings and uses has been recognized as a complex issue in the acquisition of an L2. Temporal discourse frames require particular verb tenses, but if the contextual linguistic features of a discourse event are framed differently by members of various cultures, different interpretations of the meanings situated in the frame may result. Based on students' writing and responses to cloze passages framed for past te…
Indirectness in L1 and L2 academic writing
Culture in second language teaching and learning
Culture in Second Language Teaching and Learning (Cambridge Applied Linguistics Series)
New Perspectives on Grammar Teaching in Second Language Classrooms
Contents: Preface. E. Hinkel, S. Fotos, From Theory to Practice: A Teacher's View. Part I: Grammar in Language Teaching. R. Ellis, The Place of Grammar Instruction in the Second/Foreign Language Curriculum. J.C. Richards, Accuracy and Fluency Revisited. M. McCarthy, R. Carter, Ten Criteria for a Spoken Grammar. M.C. Pennington, Grammar and Communication: New Directions in Theory and Practice. Part II: Classroom Approaches to Grammar Teaching. D. …
Simplicity without Elegance
A quantitative ana lysis of 1,083 Ll and L2 academic texts establishes that advanced nonnative-English-speaking studen ts in U.S. universiti es employ ex cessively simple syn tactic and lexical constructi ons, suc h as be copula as the main verb; p redicative adjectives; vague nouns; and public, private, and expecting/tentative verbs, at median frequency rates sign ifican tly higher than those found in basic texts by native English speake rs. An …
Adverbial markers and tone in L1 and L2 students' writing
Computer Learner Corpora and Their Pedagogical Application
Second Language Writers' Text. Eli Hinkel. Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. Eli Hinkel
Current Perspectives on Teaching the Four Skills
This article presents an overview of recent developments in second language (L2) teaching and highlights the trends that began in the 1990s and the 2000s and are likely to continue to affect instruction in L2 skills at least in the immediate future. Also highlighted are recent developments in instruction as they pertain specifically to the teaching of L2 speaking, listening, reading, and writing. In the past 15 years or so, several crucial factor…
World Englishes in Asian Contexts by Yamuna Kachru and Cecil L. Nelson
The effects of essay topics on modal verb uses in L1 and L2 academic writing
Handbook of research in second language teaching and learning
This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume II, are organized in eight thematic sections. [Also, the] changes in Volume II capture new and ongoing developments, research, and trends in the field, survey prominent areas of…
Handbook of Research in Second Language Teaching and Learning
It is now accepted that English is not represented by a ‘single monochrome standard form’ (Quirk 1985: 6), but rather comprises an increasingly diverse range of varieties which fulfil different functions and roles for different peoples in different contexts. These varieties of English are often referred to as a field of study or discipline under the name of World Englishes. In this chapter, I shall give a brief review of how and why the field of …
Handbook of Research in Second Language Teaching and Learning
Linguistics (15 obras) · Psychology (15 obras) · Philosophy (13 obras) · Computer Science (9 obras) · EFL/ESL Teaching and Learning (9 obras) · Discourse Analysis in Language Studies (7 obras) · Second Language Acquisition and Learning (6 obras) · Mathematics education (5 obras) · Sociology (5 obras) · Language, Discourse, Communication Strategies (4 obras)