M H Long
Biographic Data
| ID | 1223047 |
|---|---|
| NAME | M H Long |
| GIVEN NAMES | M H |
| FAMILY NAME | Long |
| SIGNATURE | LONG M H |
| AFFILIATIONS | University of Hawaiʻi at Mānoa |
| ORCID | 0000-0002-8579-9354 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 252 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1928 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 7 |
Needs Analysis
Learners vary considerably in the uses they have or will have for a new language. Identifying their communicative needs makes it possible to design courses that are visibly relevant for them and that are efficient because they include what they do need, and exclude what they do not. For several reasons, a task‐based needs analysis is more appropriate than a grammatically based one. It has two parts. First, target tasks are identified, triangulati…
Stefano Rastelli
Inspired in part by work in child first language acquisition (L1A), recent years have seen growing research interest in the potential of statistical learning (SL) and usage-based accounts of second language acquisition (SLA) by adults. The general idea is that learners of any age (although, if maturational constraints are real, perhaps less ably after certain ages) can detect absolute frequencies, probabilistic patterns, and co-occurrences of ite…
Needs Analysis
Learner goals and needs can differ widely, both within and across groups.
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native speaker controls. Results for three learner groups defined by age of onset (AO) – 3–6, 7–15, and 16–2…
Tampa Bay History Center, Tampa, Fla., http
Journal Article Tampa Bay History Center, Tampa, Fla., http://tampabayhistorycenter.org Get access Mark Howard Long Mark Howard Long University of Central Florida, Orlando, Florida Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 97, Issue 1, June 2010, Pages 131–135, https://doi.org/10.2307/jahist/97.1.131 Published: 01 June 2010
The Role of Implicit Negative Feedback in SLA
The role of implicit and explicit negative feedback in first (L1) and second (L2) language acquisition is contentious. The L2 studies to date, however, suggest that implicit negative feedback exists, is perceived by learners for what it is (i.e., noticed), and is used for development. As part of one of several continuing lines of research on this issue, two experiments were conducted to assess the relative utility of models and recasts in L2 Japa…
Rationality and its Discontents in SLA
In 1993, Applied Linguistics published a special issue on theory construction in SLA, which included papers by Beretta and Crookes, Gregg, and Long. These papers, and the standard rationalist understanding of scientific research exemplified in them, have become the object of some strangely misguided and noncomprehending critiques, the latest of them being by Block (1996). In this paper we reply to Block's criticisms and show in detail how he has …
The Role of the Linguistic Environment in Second Language Acquisition
"Two Commentaries on Ron Sheen's "A Critical Analysis of the Advocacy of the Task-Based Syllabus
Michael H. Long, Two Commentaries on Ron Sheen's "A Critical Analysis of the Advocacy of the Task-Based Syllabus": On the Advocacy of the Task-Based Syllabus, TESOL Quarterly, Vol. 28, No. 4 (Winter, 1994), pp. 782-790
The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension
Linguistic simplification of written texts can increase their comprehensibility for nonnative speakers but reduce their utility for language learning in other ways, for example, through the removal of linguistic items that learners do not know but need to learn. This study was conducted to test the hypothesis that elaborative modification observed in oral foreigner talk discourse, where redundancy and explicitness compensate for unknown linguisti…
Assessment Strategies for Second Language Acquisition Theories
There are numerous theories of second language acquisition (SLA), many of them oppositional. Whether or not this is inevitable now, culling will eventually be necessary if researchers are to meet their social responsibilities or if SLA is to be explained and a stage of normal science achieved. For the culling to be principled, a rational approach to theory assessment is needed, and the difficulty of identifying universally valid evaluation criter…
Three Approaches to Task-Based Syllabus Design
Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic and situation, continue to be employed in synthetic, Type A syllabuses. While each is relevant for analyses of the target language and its use, native-like linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Tas…
The Least a Second Language Acquisition Theory Needs to Explain
Theories of second language acquisition (SLA) are attempts to explain well-attested empirical findings about relationships between process and product in interlanguage development and universals, and variance in learners and learning environments. An important component of such theories will be one or more mechanisms to account for interlanguage change. While theories differ in scope and so often relate only to partial descriptions, they must acc…
Maturational Constraints on Language Development
This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abil…
The Experimental Classroom
Classroom-centered research on language use surrounding teaching and learning processes can provide much of the information needed to put modern language teaching on a scientific footing. The history of second language classroom research is briefly outlined, and the principal research methodologies are described. A critique is offered of current work, and a proposal made for the next decade. It is argued that priority needs to be given to high-va…
Group Work, Interlanguage Talk, and Second Language Acquisition
The use of group work in classroom second language learning has long been supported by sound pedagogical arguments. Recently, however, a psycholinguistic rationale for group work has emerged from second language acquisition research on nonnative speaker/non-native speaker conversation, or interlanguage talk. Provided careful attention is paid to the structure of tasks students work on together, the negotiation work possible in group work makes it…
The University of Hawaii Center for Second Language Classroom Research Technical Reports
Michael H. Long, Cindy Brock, Graham Crookes, Carla Deicke, Lynn Potter, Shuquiang Zhang, Kathryn Rulon, The University of Hawaii Center for Second Language Classroom Research Technical Reports, TESOL Quarterly, Vol. 19, No. 3 (Sep., 1985), pp. 605-607
Second Language Acquisition Studies
Process and Product in ESL Program Evaluation
This paper seeks to make a case for 'process' evaluation of ESL programs. It does not advocate process evaluation alone, however, but rather, as an essential supplement to the usual product evaluation of those programs' most important outcome, ESL development. The process/product distinction is compared with that between formative and summative evaluation (Scriven, 1967), but is not intended to replace it. The two reflect different, not competing…
Linguistic and Conversational Adjustments to Non-Native Speakers
At least 40 studies have been conducted of the linguistic and conversational adjustments made by native speakers of a language using it for communication with non-native speakers. The modifications sometimes result in ungrammatical speech. Generally, however, they serve to provide input that is well-formed, a sort of linguistic and conversational cocoon for the neophyte second language acquirer. Most of the findings hold across age groups, social…
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Linguistic input probably has to be comprehensible to the learner if it is to serve as data for second language acquisition. It is widely assumed that input becomes comprehensible through the speech modifications of native speakers addressing non-native speakers of the target language. Recent research on native speaker/non-native speaker conversation suggests, however, that modifications of the interactional structure of conversation are more imp…
Does Second Language Instruction Make a Difference? A Review of Research
Does second language instruction promote second language acquisition? Some studies conclude that instruction does not help (or even that it is counter-productive); others find it beneficial. The picture becomes clearer if two distinctions are made. First, researchers may address one or both of two issues: the absolute effect of instruction, on the one hand, and on the other, its relacive utility. Second, studies need to be sub-classified accordin…
Advanced Reading and Writing
COMMUNICATION AND CULTURE. Joan Young Gregg. DISCOURSE IN ACTION (Reading and Thinking in English, Book 4). INSIGHTS. Austin Flint. READER'S CHOICE. E. Margaret Boudoin et al. READING ENGLISH FOR ACADEMIC STUDY. Michael H. Long et al. SKILLFUL READING. Amy L. Sonka
Input, Interaction, and Second‐language Acquisition
Questions in Foreigner Talk Discourse
A study was undertaken to investigate relationships among linguistic input, conversational interaction, and second language acquisition. Tapes and transcripts of eight informal conversations among native speakers of English and 36 conversations between native speakers and students of English as a second language were compared. Differences were found between the two corpora in (1) their discourse structure, and (2) the relative frequencies of cert…
Maturational Constraints on Language Development
This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abil…
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native speaker controls. Results for three learner groups defined by age of onset (AO) – 3–6, 7–15, and 16–2…
Group Work, Interlanguage Talk, and Second Language Acquisition
The use of group work in classroom second language learning has long been supported by sound pedagogical arguments. Recently, however, a psycholinguistic rationale for group work has emerged from second language acquisition research on nonnative speaker/non-native speaker conversation, or interlanguage talk. Provided careful attention is paid to the structure of tasks students work on together, the negotiation work possible in group work makes it…
The Least a Second Language Acquisition Theory Needs to Explain
Theories of second language acquisition (SLA) are attempts to explain well-attested empirical findings about relationships between process and product in interlanguage development and universals, and variance in learners and learning environments. An important component of such theories will be one or more mechanisms to account for interlanguage change. While theories differ in scope and so often relate only to partial descriptions, they must acc…
Three Approaches to Task-Based Syllabus Design
Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic and situation, continue to be employed in synthetic, Type A syllabuses. While each is relevant for analyses of the target language and its use, native-like linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Tas…
Questions in Foreigner Talk Discourse
A study was undertaken to investigate relationships among linguistic input, conversational interaction, and second language acquisition. Tapes and transcripts of eight informal conversations among native speakers of English and 36 conversations between native speakers and students of English as a second language were compared. Differences were found between the two corpora in (1) their discourse structure, and (2) the relative frequencies of cert…
The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension
Linguistic simplification of written texts can increase their comprehensibility for nonnative speakers but reduce their utility for language learning in other ways, for example, through the removal of linguistic items that learners do not know but need to learn. This study was conducted to test the hypothesis that elaborative modification observed in oral foreigner talk discourse, where redundancy and explicitness compensate for unknown linguisti…
Process and Product in ESL Program Evaluation
This paper seeks to make a case for 'process' evaluation of ESL programs. It does not advocate process evaluation alone, however, but rather, as an essential supplement to the usual product evaluation of those programs' most important outcome, ESL development. The process/product distinction is compared with that between formative and summative evaluation (Scriven, 1967), but is not intended to replace it. The two reflect different, not competing…
"Inside the "Black Box
Two basic approaches characterize classroom research on second language learning: interaction analysis and anthropological observation. Within each approach several methods are available for data collection and analysis. Procedures described are the use of behavioral observation systems, discourse analysis, ethnography, constitutive ethnography, and diary studies. Strengths and limitations of these methods and of both basic approaches are conside…
Imperial Policies of Great Britain
Histoire de la nation métisse dans l’ouest canadien
Find information about UTP Journals. University of Toronto Press is Canada’s leading academic publisher and one of the largest university presses in North America, with particular strengths in the social sciences, humanities, and business. The Book Publishing Division is widely recognized in Canada for its strength in history, political science, sociology, Indigenous studies, and cultural studies. Internationally, UTP is a leading publisher of me…
French Pioneers in the West Indies, 1624–1664
Hennepin’s Description of Louisiana
Hennepin’s Description of Louisiana
The Dictionary of Canadian Biography
Find information about UTP Journals. University of Toronto Press is Canada’s leading academic publisher and one of the largest university presses in North America, with particular strengths in the social sciences, humanities, and business. The Book Publishing Division is widely recognized in Canada for its strength in history, political science, sociology, Indigenous studies, and cultural studies. Internationally, UTP is a leading publisher of me…
Rapport de l’Archiviste de la Province de Québec pour 1947-1948
Find information about UTP Journals. University of Toronto Press is Canada’s leading academic publisher and one of the largest university presses in North America, with particular strengths in the social sciences, humanities, and business. The Book Publishing Division is widely recognized in Canada for its strength in history, political science, sociology, Indigenous studies, and cultural studies. Internationally, UTP is a leading publisher of me…
Réalisations françaises de Cartier à Montcalm
Rapport de l’Archiviste de la province de Québec pour 1953-1954 et 1954-1955
Find information about UTP Journals. University of Toronto Press is Canada’s leading academic publisher and one of the largest university presses in North America, with particular strengths in the social sciences, humanities, and business. The Book Publishing Division is widely recognized in Canada for its strength in history, political science, sociology, Indigenous studies, and cultural studies. Internationally, UTP is a leading publisher of me…
"Inside the "Black Box
Two basic approaches characterize classroom research on second language learning: interaction analysis and anthropological observation. Within each approach several methods are available for data collection and analysis. Procedures described are the use of behavioral observation systems, discourse analysis, ethnography, constitutive ethnography, and diary studies. Strengths and limitations of these methods and of both basic approaches are conside…
Input, Interaction, and Second‐language Acquisition
Questions in Foreigner Talk Discourse
A study was undertaken to investigate relationships among linguistic input, conversational interaction, and second language acquisition. Tapes and transcripts of eight informal conversations among native speakers of English and 36 conversations between native speakers and students of English as a second language were compared. Differences were found between the two corpora in (1) their discourse structure, and (2) the relative frequencies of cert…
Advanced Reading and Writing
COMMUNICATION AND CULTURE. Joan Young Gregg. DISCOURSE IN ACTION (Reading and Thinking in English, Book 4). INSIGHTS. Austin Flint. READER'S CHOICE. E. Margaret Boudoin et al. READING ENGLISH FOR ACADEMIC STUDY. Michael H. Long et al. SKILLFUL READING. Amy L. Sonka
Linguistic and Conversational Adjustments to Non-Native Speakers
At least 40 studies have been conducted of the linguistic and conversational adjustments made by native speakers of a language using it for communication with non-native speakers. The modifications sometimes result in ungrammatical speech. Generally, however, they serve to provide input that is well-formed, a sort of linguistic and conversational cocoon for the neophyte second language acquirer. Most of the findings hold across age groups, social…
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Linguistic input probably has to be comprehensible to the learner if it is to serve as data for second language acquisition. It is widely assumed that input becomes comprehensible through the speech modifications of native speakers addressing non-native speakers of the target language. Recent research on native speaker/non-native speaker conversation suggests, however, that modifications of the interactional structure of conversation are more imp…
Does Second Language Instruction Make a Difference? A Review of Research
Does second language instruction promote second language acquisition? Some studies conclude that instruction does not help (or even that it is counter-productive); others find it beneficial. The picture becomes clearer if two distinctions are made. First, researchers may address one or both of two issues: the absolute effect of instruction, on the one hand, and on the other, its relacive utility. Second, studies need to be sub-classified accordin…
Second Language Acquisition Studies
Process and Product in ESL Program Evaluation
This paper seeks to make a case for 'process' evaluation of ESL programs. It does not advocate process evaluation alone, however, but rather, as an essential supplement to the usual product evaluation of those programs' most important outcome, ESL development. The process/product distinction is compared with that between formative and summative evaluation (Scriven, 1967), but is not intended to replace it. The two reflect different, not competing…
Group Work, Interlanguage Talk, and Second Language Acquisition
The use of group work in classroom second language learning has long been supported by sound pedagogical arguments. Recently, however, a psycholinguistic rationale for group work has emerged from second language acquisition research on nonnative speaker/non-native speaker conversation, or interlanguage talk. Provided careful attention is paid to the structure of tasks students work on together, the negotiation work possible in group work makes it…
The University of Hawaii Center for Second Language Classroom Research Technical Reports
Michael H. Long, Cindy Brock, Graham Crookes, Carla Deicke, Lynn Potter, Shuquiang Zhang, Kathryn Rulon, The University of Hawaii Center for Second Language Classroom Research Technical Reports, TESOL Quarterly, Vol. 19, No. 3 (Sep., 1985), pp. 605-607
The Experimental Classroom
Classroom-centered research on language use surrounding teaching and learning processes can provide much of the information needed to put modern language teaching on a scientific footing. The history of second language classroom research is briefly outlined, and the principal research methodologies are described. A critique is offered of current work, and a proposal made for the next decade. It is argued that priority needs to be given to high-va…
The Least a Second Language Acquisition Theory Needs to Explain
Theories of second language acquisition (SLA) are attempts to explain well-attested empirical findings about relationships between process and product in interlanguage development and universals, and variance in learners and learning environments. An important component of such theories will be one or more mechanisms to account for interlanguage change. While theories differ in scope and so often relate only to partial descriptions, they must acc…
Maturational Constraints on Language Development
This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abil…
Three Approaches to Task-Based Syllabus Design
Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic and situation, continue to be employed in synthetic, Type A syllabuses. While each is relevant for analyses of the target language and its use, native-like linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Tas…
Assessment Strategies for Second Language Acquisition Theories
There are numerous theories of second language acquisition (SLA), many of them oppositional. Whether or not this is inevitable now, culling will eventually be necessary if researchers are to meet their social responsibilities or if SLA is to be explained and a stage of normal science achieved. For the culling to be principled, a rational approach to theory assessment is needed, and the difficulty of identifying universally valid evaluation criter…
Psychology (20 works) · Linguistics (19 works) · EFL/ESL Teaching and Learning (18 works) · Computer Science (16 works) · Philosophy (13 works) · Sociology (12 works) · Second Language Learning and Teaching (11 works) · Mathematics education (9 works) · Second-language acquisition (9 works) · Second Language Acquisition and Learning (8 works)