Andrew D Cohen
Datos Biográficos
| ID | 3762285 |
|---|---|
| NOMBRE | Andrew D Cohen |
| NOMBRES | Andrew D |
| APELLIDO | Cohen |
| FIRMA | COHEN A D |
| AFILIACIONES | University of Minnesota |
| ORCID | 0000-0002-5135-3741 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 60 |
| TOTAL DE CITAS | 202 |
| TOTAL COMO AUTOR | 60 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1974 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
Vocabulary Strategy Instruction in the Argentine EFL Context
Despite extensive research on vocabulary strategy instruction (VSI), little has been known about teachers’ perspectives on how it is understood and implemented in practice. This study investigated Argentinian EFL teachers’ priorities in vocabulary instruction, their perceived knowledge of learner strategies for spoken vocabulary, and factors contributing to their implementation of VSI. Adopting a sequential mixed‐methods design, questionnaire dat…
Learner‐Focused Strategy Instruction From the Teachers’ and the Learners’ Perspective
Numerous large‐scale quantitative studies have been conducted to yield a macro‐level picture of the effectiveness of strategy instruction. However, little is understood about learners' actual processing of strategy instruction and interaction with the teachers delivering it. In light of this, this study examined the dynamics of tertiary‐level vocabulary strategy instruction from both the teacher's and ESL learner's perspectives. Twelve developing…
What’s gone wrong with applied linguistic research
Self-access Strategy Instruction for Academic Writing Vocabulary
This paper describes a close-up investigation of four advanced language learners’ engagement with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension and production of academic vocabulary. The learners first completed a measure of learning style, and then provided introspective and retrospective verbal report data and log entries during and after each interactive session with the SI materials over …
System's 50th anniversary special issue in conversation with Andrew D. Cohen
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
The third wind of language learning strategies research
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Native-Like Performance of Pragmatic Features
This study had as its goal to investigate how nonnative speakers ( NNS s) of Spanish were able to perform pragmatics which in various ways resembled that of native speakers ( NS s). The study focused on three advanced NNS s of Spanish who had contributed data six years earlier to a corpus of NS and NNS speech acts of complimenting, apologizing and refusing. The purpose was to do a contrastive analysis comparing the pragmatic performance of NNS s …
Investigating learner engagement in strategy instruction focused on vocabulary for academic writing
Issues in the assessment of L2 pragmatics
This paper highlights areas of concern in the assessment of pragmatics, with the intent of stimulating fresh thinking about the assessment of pragmatics both for research purposes and as a part of classroom instruction. It starts by considering what aspects of ability in pragmatics to assess, and then contrasts the trade-off between the feasibility of obtaining data and the ultimate importance of the data. Next, the conspicuous lack of assessment…
Considerations in assessing pragmatic appropriateness in spoken language
This paper is a revised version of a plenary prompted by the upsurge of interest in the role of pragmatics in teaching, learning, and assessment, and has as its purpose to take a fresh look at recent developments in the assessment of target-language (TL) pragmatics in spoken language. The first issue considered is the question of whether to attempt to assess pragmatics as it unfolds naturally in interactions, and if so, how to do it. Next, micro-…
Fine-tuning word meanings through mobile app and online resources
Learner strategies for dealing with pronunciation issues in Mandarin
Fluctuation in the functions of language learner strategies
Learning Pragmatics from Native and Nonnative Language Teachers
This book focuses on how both nonnative and native teachers may enhance their handling of target language pragmatics in the classroom and provides ideas that both sets of teachers may draw on to compensate for gaps in their knowledge. Focus is also given to learner strategies and motivation, technological advances, assessment and research methods
Revisiting LLS Research 40 Years Later
Experts' personal metaphors and similes about language learning strategies
Verbal Report
The performance of language ability (i.e., through listening, speaking, reading, or writing) involves cognitive processes that are not easily observable, nor are language learners' strategies for accomplishing these activities.
Teaching Pragmatics in the Foreign Language Classroom
This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of pragmatic knowledge, as one component of communicative language ability, is reviewed, this article w…
Teaching and assessing L2 pragmatics
This paper starts by giving a rationale for why there is value in explicitly teaching second-language (L2) learners pragmatics in the target language. The importance of a research basis for choosing pragmatic materials to teach is underscored, and the focus is put on sources for materials on pragmatics and the means of data collection. Issues in the teaching of pragmatics are considered, including determining which material to teach, how to prepa…
Development of Spanish requests and apologies during study abroad
The present study analyzed the requests and apologies of 67 U.S. American study abroad students before and after spending one semester in a Spanish-speaking country. Ratings of students' pragmatic appropriateness by Spanish native speakers indicated that, overall, students improved their request and apology performance over the course of the semester. An analysis of students' request and apology strategy use, both pre- and post-study abroad, foun…
Acquisition of Requests and Apologies in Spanish and French
The primary aim of this study was to assess the impact of a curricular intervention on study‐abroad students’ use of language‐ and culture‐learning strategies and on their acquisition of requests and apologies. The intervention consisted of a brief face‐to‐face orientation to learning speech acts, a self‐study guidebook on language and culture strategies, which included strategies for learning speech acts, and electronic journaling by the student…
I want to go back to the text
This study describes the reading and test-taking strategies that test takers used on the `Reading' section of the LanguEdge Courseware (2002) materials developed to familiarize prospective respondents with the new TOEFL. The investigation focused on strategies used to respond to more traditional `single selection' multiple-choice formats (i.e., Basic Comprehension and Inferencing questions) and the new selected-response (multiple selection, drag-…
Inner Speech—L2
TESOL Quarterly welcomes evaluative reviews of publications relevant to TESOL professionals
Interlanguage pragmatics
The thoughtful and provocative response by Pilar Garces-Conejos to my article that appeared in a recent issue of Intercultural Pragmatics (vol. 3, no. 2) dealt with three themes related to my paper in an earlier issue, “Strategies for learning and performing L2 speech acts” (vol. 2, no. 3). These were “speech act theory,” “discourse completion tasks,” and “multi-competence pragmatics.” It was especially helpful that Garces- Conejos spelled out he…
Developing a Measure of Sociocultural Competence
For a number of years, there has been interest in measuring sociocultural competence (Ervin-Tripp 1972, Hymes 1974, Canale and Swain 1980). This study focuses on one important aspect of such competence: the ability to use the appropriate sociocultural rules of speaking, by reacting in a culturally acceptable way in context and by choosing stylistically appropriate forms for that context. We chose to look at productive performance in sociocultural…
Strategies for learning and performing L2 speech acts
This article presents a taxonomy of language learner strategies which are offered in support of learners in their efforts to obtain knowledge about speech acts and to perform them more effectively. Relevant language learner strategy literature and speech act literature are reviewed. After defining language learning and use strategies, the article makes the case for enhancing learner strategies in developing speech act ability. Next, as a lead up …
The Production of Speech Acts by EFL Learners
Descriptions are now available of the speech act realizations of native speakers in given situations and of expected deviations from these patterns in the speech of nonnative speakers. Still largely lacking is a description of the processes involved in the production of these speech act utterances. This paper reports a study describing ways in which nonnative speakers assess, plan, and execute such utterances. The subjects, 15 advanced English fo…
Strategy Training for Language Learners
As teachers, we all want to help learners discover how to learn languages more effectively and more easily. One way of doing this is strategy training, which has recently caught the imagination of researchers and teachers in many parts of the globe. The article's four purposes are: a) to summarize existing research on use of learning strategies and on conducting strategy training; b) to present six situational case studies of strategy training, w…
Fluctuation in the functions of language learner strategies
Some Uses of Mentalistic Data in Second Language Research1
This paper speaks to the issue of investigating mental states in second language research. Although researchers have been attracted to mentalistic techniques for many years. such research techniques have not received widespread endorsement. Recently, applied linguists have come to apply such techniques to the study of language learning out of the realization that learners themselves may have important insights into how they learn.First, we presen…
Retention of second-language vocabulary overtime
Toward Assessing Interlanguage Performance
This study dealt empirically with certain aspects of second language learning among three university students, who all had a relative degree of proficiency in Mandarin and who were in an advanced English-as-a-second-language class at UCLA. An error analysis of written verb forms was undertaken with two purposes in mind: first, to determine the short-term effects of teacher correction procedures on the eradication of errors and second, to relate i…
Advanced EFL apologies
Reading English for Specialized Purposes
Andrew Cohen, Hilary Glasman, Phyllis R. Rosenbaum-Cohen, Jonathan Ferrara, Jonathan Fine, Reading English for Specialized Purposes: Discourse Analysis and the Use of Student Informants, TESOL Quarterly, Vol. 13, No. 4 (Dec., 1979), pp. 551-564
Teaching and assessing L2 pragmatics
This paper starts by giving a rationale for why there is value in explicitly teaching second-language (L2) learners pragmatics in the target language. The importance of a research basis for choosing pragmatic materials to teach is underscored, and the focus is put on sources for materials on pragmatics and the means of data collection. Issues in the teaching of pragmatics are considered, including determining which material to teach, how to prepa…
Experts' personal metaphors and similes about language learning strategies
In which language do/should multilinguals think
Methods of foreign language teaching and learning are often predicated on the principle that learners need to think as much as possible in a language that they wish to learn. This paper first explores what it means to think in a target language. Next, those factors which determine both unplanned and planned use of more than one language for thinking are discussed, and empirical data from a mini‐survey are presented. Thirdly, the paper considers t…
Forgetting a Second Language1
A previous study by this author investigated group patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The present study was undertaken to provide an in-depth look at three students in an effort to determine whether the last things learned are, in fact, the first things to be forgotten, and whether forgetting entails unlearning in reverse order from the original l…
Development of Spanish requests and apologies during study abroad
The present study analyzed the requests and apologies of 67 U.S. American study abroad students before and after spending one semester in a Spanish-speaking country. Ratings of students' pragmatic appropriateness by Spanish native speakers indicated that, overall, students improved their request and apology performance over the course of the semester. An analysis of students' request and apology strategy use, both pre- and post-study abroad, foun…
Alternatives in Tesol Research
Alister Cumming, Elaine Tarone, Andrew D. Cohen, Ulla Connor, Nina Spada, Nancy H. Hornberger, Alastair Pennycook, Elsa Auerbach, Alternatives in TESOL Research: Descriptive, Interpretive, and Ideological Orientations, TESOL Quarterly, Vol. 28, No. 4 (Winter, 1994), pp. 673-703
Bilingual Education
Although non-English-speaking minority groups have largely attributed school difficulties to an inability to learn both English and subject matter at the same time, recent experiences in North America suggest that it is possible to do so successfully. The purpose of this paper is to account for these apparent contradictions by examining first the characteristics of education for the majority group child. The possibility of programs based on the s…
Fine-tuning word meanings through mobile app and online resources
Interlanguage pragmatics
The thoughtful and provocative response by Pilar Garces-Conejos to my article that appeared in a recent issue of Intercultural Pragmatics (vol. 3, no. 2) dealt with three themes related to my paper in an earlier issue, “Strategies for learning and performing L2 speech acts” (vol. 2, no. 3). These were “speech act theory,” “discourse completion tasks,” and “multi-competence pragmatics.” It was especially helpful that Garces- Conejos spelled out he…
The Culver City Spanish Immersion Program
This study looks at one aspect of second-language mastery in depth: patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The subjects were 14 Anglo children from the Culver City Spanish Immersion Program, a pioneering project in American public school education. These children were immersed exclusively in Spanish during their kindergarten year. English was graduall…
System's 50th anniversary special issue in conversation with Andrew D. Cohen
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
Learning Pragmatics from Native and Nonnative Language Teachers
This book focuses on how both nonnative and native teachers may enhance their handling of target language pragmatics in the classroom and provides ideas that both sets of teachers may draw on to compensate for gaps in their knowledge. Focus is also given to learner strategies and motivation, technological advances, assessment and research methods
Teaching Pragmatics in the Foreign Language Classroom
This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of pragmatic knowledge, as one component of communicative language ability, is reviewed, this article w…
Investigating learner engagement in strategy instruction focused on vocabulary for academic writing
Mexican-American Evaluational Judgments About Language Varieties
The Culver City Spanish Immersion Program
This study looks at one aspect of second-language mastery in depth: patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The subjects were 14 Anglo children from the Culver City Spanish Immersion Program, a pioneering project in American public school education. These children were immersed exclusively in Spanish during their kindergarten year. English was graduall…
Forgetting a Second Language1
A previous study by this author investigated group patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The present study was undertaken to provide an in-depth look at three students in an effort to determine whether the last things learned are, in fact, the first things to be forgotten, and whether forgetting entails unlearning in reverse order from the original l…
Bilingual Education
Although non-English-speaking minority groups have largely attributed school difficulties to an inability to learn both English and subject matter at the same time, recent experiences in North America suggest that it is possible to do so successfully. The purpose of this paper is to account for these apparent contradictions by examining first the characteristics of education for the majority group child. The possibility of programs based on the s…
Toward Assessing Interlanguage Performance
This study dealt empirically with certain aspects of second language learning among three university students, who all had a relative degree of proficiency in Mandarin and who were in an advanced English-as-a-second-language class at UCLA. An error analysis of written verb forms was undertaken with two purposes in mind: first, to determine the short-term effects of teacher correction procedures on the eradication of errors and second, to relate i…
A Sociolinguistic Approach to Bilingual Education
A Sociolinguistic Approach to Bilingual Education
The Spread of English
Reading English for Specialized Purposes
Andrew Cohen, Hilary Glasman, Phyllis R. Rosenbaum-Cohen, Jonathan Ferrara, Jonathan Fine, Reading English for Specialized Purposes: Discourse Analysis and the Use of Student Informants, TESOL Quarterly, Vol. 13, No. 4 (Dec., 1979), pp. 551-564
Retention of second-language vocabulary overtime
Testing Language Ability in the Class-Room
Research Notes
Hans W. Dechert, Manfred Raupach, , Kathryne J. Nadal, Margaret M. van Naerssen, Carol Weiner, Else V. Hamayan, Andrew D. Cohen, Carole Urzua, Research Notes, TESOL Quarterly, Vol. 15, No. 3 (Sep., 1981), pp. 345-349
Developing a Measure of Sociocultural Competence
For a number of years, there has been interest in measuring sociocultural competence (Ervin-Tripp 1972, Hymes 1974, Canale and Swain 1980). This study focuses on one important aspect of such competence: the ability to use the appropriate sociocultural rules of speaking, by reacting in a culturally acceptable way in context and by choosing stylistically appropriate forms for that context. We chose to look at productive performance in sociocultural…
Some Uses of Mentalistic Data in Second Language Research1
This paper speaks to the issue of investigating mental states in second language research. Although researchers have been attracted to mentalistic techniques for many years. such research techniques have not received widespread endorsement. Recently, applied linguists have come to apply such techniques to the study of language learning out of the realization that learners themselves may have important insights into how they learn.First, we presen…
Research Notes
Research Notes
Janet L. Kayfetz, Zhou Fu-qiu, Shirley Eunice Engels, D. A. Robbins, Laura J. Walker, Cynthia Ann Boardman, Anjum Riyazul Haque, Jennifer Lin Nien-Hsuan, Masayo Yamamoto (Swan), Mary McGroarty, Else Hamayan, Don Porter, Arthur Hughes, Andrew D. Cohen, Susan Gass, , Research Notes, TESOL Quarterly, Vol. 16, No. 2 (Jun., 1982), pp. 263-271
Neurolinguistics and Second Language Acquisition
The following three papers were presented at the TESOL Research Committee's Fourth State of the Art Symposium, TESOL/Detroit, 1981. The purpose of the symposium was twofold: 1) to demystify our conceptions about the neurolinguistic literature, i.e., to provide a knowledge base about the field, and 2) to stimulate further research related to the issues addressed. Three research experts from within the ranks of TESOL were given a year to critically…
Research Notes
On taking language tests
This paper discusses methods for obtaining verbal report data on second- language test-taking strategies; reports on types of findings obtained in a number of studies conducted by university students on how learners take reading tests, in particular cloze and multiple-choice tests; and finally con siders the implications of the findings for prospective test takers and test constructors. The main conclusion is that a closer fit should be obtained …
The C-Test in Hebrew
Reading in a Foreign Language
0 All those who teach reading, teach about the teaching of reading, or conduct research on reading will welcome the Alderson and Urquhart volume, with its emphasis on relevant research evidence (p. xxvii). The book is wide-ranging in its coverage and stimulates thought in all the areas that it covers. Both the preface by Candlin and the editors' joint article, What Is Reading? provide a most provocative introduction to the book. Candlin describes…
Advanced EFL apologies
Test review
Strategy Training for Language Learners
As teachers, we all want to help learners discover how to learn languages more effectively and more easily. One way of doing this is strategy training, which has recently caught the imagination of researchers and teachers in many parts of the globe. The article's four purposes are: a) to summarize existing research on use of learning strategies and on conducting strategy training; b) to present six situational case studies of strategy training, w…
An exploratory study into the construct validity of a reading comprehension test
Recent research in reading comprehension has focused on the processes of reading, while recent thinking in language testing has recognized the impor tance of gathering information on test taking processes as part of construct validation. And while there is a growing body of research on test-taking strate gies in language testing, as well as research into the relationship between item content and item performance, no research to date has attempted…
Linguistics (50 obras) · Psychology (50 obras) · EFL/ESL Teaching and Learning (41 obras) · Computer Science (27 obras) · Philosophy (27 obras) · Mathematics education (25 obras) · Sociology (20 obras) · Multilingual Education and Policy (18 obras) · Second Language Learning and Teaching (18 obras) · Second Language Acquisition and Learning (15 obras)