Michael H Long
Biographic Data
| ID | 3843606 |
|---|---|
| NAME | Michael H Long |
| GIVEN NAMES | Michael H |
| FAMILY NAME | Long |
| SIGNATURE | LONG M H |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Optimal input for language learning
Discussions of optimal types of spoken and written input for language learning have traditionally focused on the relative merits of authentic and linguistically simplified spoken and written texts. I will argue that elaborated input and, in particular, modified elaborated input, constitute better options, with tasks, not just texts, functioning as important input sources. Modified elaborated input, potentially coupled with bimodal presentation, h…
In Defense of Tasks and TBLT
The first aim of this article, addressed in section 1, is to define what is meant, and not meant, by task and task-based language teaching (TBLT). The second is to summarize and evaluate 14 criticisms that have been made of both. Section 2 responds to five alleged problems with TBLT's psycholinguistic rationale, section 3 to six at the classroom level, and section 4 to three claimed problems with implementing TBLT in specific contexts. A few of t…
First Person Singular
After completing a law degree at the University of Birmingham when I was 20 and not really knowing what I wanted to do, except that it was not law, I became an English as a foreign language (EFL) teacher accidentally through signing up as a volunteer with the British United Nations Association (BUNA), roughly equivalent to the US Peace Corps. Instead of being dispatched to assist starving people through a remote third-world community development …
The Handbook of Second Language Acquisition
List of Contributors. Part I: Overview:1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawai'i). Part II: Capacity and Representation:2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University). 3. The Radical Middle: Nativism without Universal Grammar: William O'Grady (University of Hawai'i). 4. Constructions, Chunking, and Connectio…
The Handbook of Second Language Acquisition
Classroom oriented research in second language acquisition
Classroom oriented research in second language acquisition
First Person Singular
After completing a law degree at the University of Birmingham when I was 20 and not really knowing what I wanted to do, except that it was not law, I became an English as a foreign language (EFL) teacher accidentally through signing up as a volunteer with the British United Nations Association (BUNA), roughly equivalent to the US Peace Corps. Instead of being dispatched to assist starving people through a remote third-world community development …
Classroom oriented research in second language acquisition
The Handbook of Second Language Acquisition
The Handbook of Second Language Acquisition
List of Contributors. Part I: Overview:1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawai'i). Part II: Capacity and Representation:2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University). 3. The Radical Middle: Nativism without Universal Grammar: William O'Grady (University of Hawai'i). 4. Constructions, Chunking, and Connectio…
First Person Singular
After completing a law degree at the University of Birmingham when I was 20 and not really knowing what I wanted to do, except that it was not law, I became an English as a foreign language (EFL) teacher accidentally through signing up as a volunteer with the British United Nations Association (BUNA), roughly equivalent to the US Peace Corps. Instead of being dispatched to assist starving people through a remote third-world community development …
In Defense of Tasks and TBLT
The first aim of this article, addressed in section 1, is to define what is meant, and not meant, by task and task-based language teaching (TBLT). The second is to summarize and evaluate 14 criticisms that have been made of both. Section 2 responds to five alleged problems with TBLT's psycholinguistic rationale, section 3 to six at the classroom level, and section 4 to three claimed problems with implementing TBLT in specific contexts. A few of t…
Optimal input for language learning
Discussions of optimal types of spoken and written input for language learning have traditionally focused on the relative merits of authentic and linguistically simplified spoken and written texts. I will argue that elaborated input and, in particular, modified elaborated input, constitute better options, with tasks, not just texts, functioning as important input sources. Modified elaborated input, potentially coupled with bimodal presentation, h…
EFL/ESL Teaching and Learning (4 works) · Computer Science (3 works) · Linguistics (3 works) · Psychology (3 works) · Second language acquisition (3 works) · Second Language Acquisition and Learning (3 works) · Second Language Learning and Teaching (3 works) · Natural language processing (2 works) · Philosophy (2 works) · classroom implementation (1 work)