Richard R Day
Biographic Data
| ID | 146597 |
|---|---|
| NAME | Richard R Day |
| GIVEN NAMES | Richard R |
| FAMILY NAME | Day |
| SIGNATURE | DAY R R |
| AFFILIATIONS | University of Hawaiʻi at Mānoa |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Graded Readers
Graded readers occupy an unusual space in foreign language (FL) teaching—unusual because many in the FL profession, particularly teachers, regard them as a valuable and indispensable resource while others, particularly FL researchers and theorists, view them with disdain. The strengths and weaknesses of graded readers (GRs) are discussed in this entry, with the aim of showing how helpful they can be not only in the teaching and learning of FL rea…
Teaching Reading
Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills …
Extensive Reading in the Second Language Classroom
Part I. THE DIMENSIONS OF EXTENSIVE READING 1 An Approach Less Taken: Extensive Reading Introduced 2 A Cognitive View of Reading 3 Affect: The Secret Garden of Reading 4 The Power of Extensive Reading: Results from the Research 5 Extensive Reading and the Second Language Curriculum Part II. MATERIALS FOR EXTENSIVE READING: ISSUES IN DEVELOPMENT 6 The Cult of Authenticity and The Myth of Simplification 7 Language Learner Literature Part III. THE P…
"Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: "A Test of the Threshold Hypothesis i…
Julian Bamford, Richard R. Day, Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context". Two Readers React, TESOL Quarterly, Vol. 32, No. 4 (Winter, 1998), pp. 747-749
Reading, Dictionaries, and Vocabulary Learning
This article focuses on the contribution to vocabulary learning of the use of bilingual dictionaries during reading by 293 Japanese university students studying English as a foreign language. The results of the study show that students who used a dictionary scored significantly better on a vocabulary test than students who did not use a dictionary. However, evidence appeared for differential item functioning: Some items were harder for the group …
Career Aspects of Graduate Training in ESL
This article reports the results of a survey of MA graduates in ESL from the University of Hawaii. From the responses of 137 graduates, we learn that the first positions and current positions for a substantial majority were ESL teaching, primarily full time, both in the United States and abroad. Other duties included administration, materials preparation, and curriculum design. Information is provided on the respondents' areas of employment, numb…
Student Participation in the Esl Classroom or Some Imperfections in Practice
This study explores the relationship between student participation in the ESL classroom and proficiency in English, use of the target language outside the classroom, and field sensitivity. The 58 subjects, mainly from Asia, were studying ESL in an intensive program in Honolulu. Their classroom participation, which, for the purposes of the study, was defined as responses to teachers'general solicits and self-initiated turns, was coded during the b…
Corrective Feedback in Native-nonnative Discourse
This article reports the results of an investigation into how native speakers of English provide corrective feedback to errors in conversations with their normative speaker friends. We also present other types of noncorrective conversational repair. From approximately 12.7 hours of taped conversations in social settings, we learned that native speakers responded to errors by using either on-record or off-record corrective feedback. In addition, t…
Sociolinguistics
Silence and the ESL Child
Most teachers are familiar with children who say little or nothing in the classroom. Efforts to elicit verbal responses are often met with monosyllabic replies at best. This problem is exacerbated in those classrooms with children either who speak a nonstandard dialect of English or whose first language is not English. We describe here an investigation into the problem of silent children who were limited speakers of English and one successful met…
The Micro Millennium
Issues in English creoles: Papers from the 1975 Hawaii Conference
The purpose of this volume is to make more accessible, for the use of researchers and students in the field of pidgins and creoles, presentations of the third International Conference on Pidgins and Creoles in Honolulu, 1975, dealing with English-based creoles. Aside from their documentary value, the ten papers of this volume are of interest for several reasons: they contain interesting data and observations on the languages themselves, in partic…
The Development of Linquistic Attitudes and Preferences
This paper reports the findings of a study on the preferences and attitudes held by 87 kindergarten and first grade children toward Hawaii Creole English (HCE) and standard English (SE). The subjects were students at two elementary schools in urban Honolulu, one located in one of the least desirable, industrial areas of the city, the other in a more residential neighborhood, inhabited by members of a professional class. The children in the latter…
The Acquisition and Maintenance of Language by Minority Children1
Ninety-eight children whose first language is Hawaii Creole English (HCE) were examined over a period of time for their proficiency in both HCE and English, the medium of instruction in the Hawaii public school system. The hypothesis that the children could acquire English without a formal language program, and that they would maintain their first language was confirmed. For these kindergarten and first-grade children, learning the dominant varie…
Order of Difficulty of Standard English Grammatical Features among Cultural Minority Groups in the United States1
A measure of standard English (SE) performance was administered to children from ten culture/language groups in the Western United States. The measure consisted of 29 grammatical features of SE embedded in sentences selected from samples of child speech recorded in natural settings; reliability and validity data for the measure (an elicited imitation task) are reported. Rank order correlations were used to compare the order of difficulty of the 2…
The Development of Linquistic Attitudes and Preferences
This paper reports the findings of a study on the preferences and attitudes held by 87 kindergarten and first grade children toward Hawaii Creole English (HCE) and standard English (SE). The subjects were students at two elementary schools in urban Honolulu, one located in one of the least desirable, industrial areas of the city, the other in a more residential neighborhood, inhabited by members of a professional class. The children in the latter…
Corrective Feedback in Native-nonnative Discourse
This article reports the results of an investigation into how native speakers of English provide corrective feedback to errors in conversations with their normative speaker friends. We also present other types of noncorrective conversational repair. From approximately 12.7 hours of taped conversations in social settings, we learned that native speakers responded to errors by using either on-record or off-record corrective feedback. In addition, t…
Reading, Dictionaries, and Vocabulary Learning
This article focuses on the contribution to vocabulary learning of the use of bilingual dictionaries during reading by 293 Japanese university students studying English as a foreign language. The results of the study show that students who used a dictionary scored significantly better on a vocabulary test than students who did not use a dictionary. However, evidence appeared for differential item functioning: Some items were harder for the group …
Student Participation in the Esl Classroom or Some Imperfections in Practice
This study explores the relationship between student participation in the ESL classroom and proficiency in English, use of the target language outside the classroom, and field sensitivity. The 58 subjects, mainly from Asia, were studying ESL in an intensive program in Honolulu. Their classroom participation, which, for the purposes of the study, was defined as responses to teachers'general solicits and self-initiated turns, was coded during the b…
The Acquisition and Maintenance of Language by Minority Children1
Ninety-eight children whose first language is Hawaii Creole English (HCE) were examined over a period of time for their proficiency in both HCE and English, the medium of instruction in the Hawaii public school system. The hypothesis that the children could acquire English without a formal language program, and that they would maintain their first language was confirmed. For these kindergarten and first-grade children, learning the dominant varie…
Order of Difficulty of Standard English Grammatical Features among Cultural Minority Groups in the United States1
A measure of standard English (SE) performance was administered to children from ten culture/language groups in the Western United States. The measure consisted of 29 grammatical features of SE embedded in sentences selected from samples of child speech recorded in natural settings; reliability and validity data for the measure (an elicited imitation task) are reported. Rank order correlations were used to compare the order of difficulty of the 2…
Order of Difficulty of Standard English Grammatical Features among Cultural Minority Groups in the United States1
A measure of standard English (SE) performance was administered to children from ten culture/language groups in the Western United States. The measure consisted of 29 grammatical features of SE embedded in sentences selected from samples of child speech recorded in natural settings; reliability and validity data for the measure (an elicited imitation task) are reported. Rank order correlations were used to compare the order of difficulty of the 2…
The Acquisition and Maintenance of Language by Minority Children1
Ninety-eight children whose first language is Hawaii Creole English (HCE) were examined over a period of time for their proficiency in both HCE and English, the medium of instruction in the Hawaii public school system. The hypothesis that the children could acquire English without a formal language program, and that they would maintain their first language was confirmed. For these kindergarten and first-grade children, learning the dominant varie…
Issues in English creoles: Papers from the 1975 Hawaii Conference
The purpose of this volume is to make more accessible, for the use of researchers and students in the field of pidgins and creoles, presentations of the third International Conference on Pidgins and Creoles in Honolulu, 1975, dealing with English-based creoles. Aside from their documentary value, the ten papers of this volume are of interest for several reasons: they contain interesting data and observations on the languages themselves, in partic…
The Development of Linquistic Attitudes and Preferences
This paper reports the findings of a study on the preferences and attitudes held by 87 kindergarten and first grade children toward Hawaii Creole English (HCE) and standard English (SE). The subjects were students at two elementary schools in urban Honolulu, one located in one of the least desirable, industrial areas of the city, the other in a more residential neighborhood, inhabited by members of a professional class. The children in the latter…
Silence and the ESL Child
Most teachers are familiar with children who say little or nothing in the classroom. Efforts to elicit verbal responses are often met with monosyllabic replies at best. This problem is exacerbated in those classrooms with children either who speak a nonstandard dialect of English or whose first language is not English. We describe here an investigation into the problem of silent children who were limited speakers of English and one successful met…
The Micro Millennium
Sociolinguistics
Career Aspects of Graduate Training in ESL
This article reports the results of a survey of MA graduates in ESL from the University of Hawaii. From the responses of 137 graduates, we learn that the first positions and current positions for a substantial majority were ESL teaching, primarily full time, both in the United States and abroad. Other duties included administration, materials preparation, and curriculum design. Information is provided on the respondents' areas of employment, numb…
Student Participation in the Esl Classroom or Some Imperfections in Practice
This study explores the relationship between student participation in the ESL classroom and proficiency in English, use of the target language outside the classroom, and field sensitivity. The 58 subjects, mainly from Asia, were studying ESL in an intensive program in Honolulu. Their classroom participation, which, for the purposes of the study, was defined as responses to teachers'general solicits and self-initiated turns, was coded during the b…
Corrective Feedback in Native-nonnative Discourse
This article reports the results of an investigation into how native speakers of English provide corrective feedback to errors in conversations with their normative speaker friends. We also present other types of noncorrective conversational repair. From approximately 12.7 hours of taped conversations in social settings, we learned that native speakers responded to errors by using either on-record or off-record corrective feedback. In addition, t…
Reading, Dictionaries, and Vocabulary Learning
This article focuses on the contribution to vocabulary learning of the use of bilingual dictionaries during reading by 293 Japanese university students studying English as a foreign language. The results of the study show that students who used a dictionary scored significantly better on a vocabulary test than students who did not use a dictionary. However, evidence appeared for differential item functioning: Some items were harder for the group …
Teaching Reading
Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills …
Extensive Reading in the Second Language Classroom
Part I. THE DIMENSIONS OF EXTENSIVE READING 1 An Approach Less Taken: Extensive Reading Introduced 2 A Cognitive View of Reading 3 Affect: The Secret Garden of Reading 4 The Power of Extensive Reading: Results from the Research 5 Extensive Reading and the Second Language Curriculum Part II. MATERIALS FOR EXTENSIVE READING: ISSUES IN DEVELOPMENT 6 The Cult of Authenticity and The Myth of Simplification 7 Language Learner Literature Part III. THE P…
"Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: "A Test of the Threshold Hypothesis i…
Julian Bamford, Richard R. Day, Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context". Two Readers React, TESOL Quarterly, Vol. 32, No. 4 (Winter, 1998), pp. 747-749
Graded Readers
Graded readers occupy an unusual space in foreign language (FL) teaching—unusual because many in the FL profession, particularly teachers, regard them as a valuable and indispensable resource while others, particularly FL researchers and theorists, view them with disdain. The strengths and weaknesses of graded readers (GRs) are discussed in this entry, with the aim of showing how helpful they can be not only in the teaching and learning of FL rea…
Linguistics (12 works) · Psychology (12 works) · Mathematics education (8 works) · Philosophy (6 works) · Computer Science (5 works) · Language, Discourse, Communication Strategies (5 works) · Multilingual Education and Policy (5 works) · Reading (process) (5 works) · Second Language Acquisition and Learning (5 works) · Sociology (5 works)