Barry P Taylor
Biographic Data
| ID | 3843987 |
|---|---|
| NAME | Barry P Taylor |
| GIVEN NAMES | Barry P |
| FAMILY NAME | Taylor |
| SIGNATURE | TAYLOR B P |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 1983 |
| H-INDEX | 2 |
In This Issue
Teaching ESL: Incorporating a Communicative, Student-Centered Component
Current research in applied linguistics claims that most adult learners acquire a second language only to the extent that they are exposed to and actively involved in real, meaningful communication in that language. An ESL class which sets out to provide opportunities for such communication, therefore, requires at least two basic components: an environment which will encourage learners to exercise their own initiative in communicating, and activi…
In Search of Real Reality
This paper presents a rationale for basing ESL instruction on the notions of reality and authenticity. It focuses on four major points. First, it discusses the inadequacy of grammatically-based approaches in teaching appropriate language use. Second, it considers the Notional/Functional Syllabus and proposes that, in general, highly structured language teaching, either grammatically- or functionally-based, fails to meet students' needs. Third, it…
Content and Written Form: A Two-Way Street
Teaching students to outline their essays before they actually write them is a common practice which presumes that writing is a uni-directional process of recording pre-sorted, pre-digested ideas. While it is certainly true that much of an essay can be planned in advance, one must also recognize that the very act of writing can itself serve to facilitate thought and shape ideas. Essay writing is thus viewed as a hi-directional movement between co…
Breaking down the Free Conversation Myth
How often do we hear students complain that they are not given adequate class time to speak English? How often do we, as teachers and administrators, try to correct this deficiency by scheduling free discussions and by breaking classes down into small groups so that each individual student will have ample opportunity to speak in an unstructured way? Most teachers will find that these or similar thoughts cross their minds fairly frequently, and wh…
Teaching Composition to Low-Level ESL Students
Adult Language Learning Strategies and Their Pedagogical Implications
Recent research has shown that language learners begin relying on their ability to analogize, systematize, and regularize the target language data to which they are exposed immediately upon beginning to learn a new language. Because of their lack of familiarity with the new linguistic system, however, they also rely extensively on their native languages for support. With increased proficiency in the target language, they rely proportionately less…
The Use of Overgeneralization and Transfer Learning Strategies by Elementary and Intermediate Students of Esl1
An orally administered test requiring the written English translation of eighty Spanish sentences was administered to twenty native Spanish speaking students of English as a second language at the elementary and intermediate levels.A taxonomy of twenty error types was designed to analyze the errors in the Auxiliary (Aux) and Verb Phrase (VP) of the translations. The error types were categorized into errors of overgeneralization, transfer, transla…
Toward a Theory of Language Acquisition1
The claim that the adult, in contrast to the child, is deficient in his ability to learn a second language leads to the conclusion that adult second language acquisition is a process which is characteristically different, cognitively, from that of child first or second language acquisition. This paper challenges this claim. The differences which do exist are more quantitative than qualitative and can be discovered by a shift of attention from the…
The Use of Overgeneralization and Transfer Learning Strategies by Elementary and Intermediate Students of Esl1
An orally administered test requiring the written English translation of eighty Spanish sentences was administered to twenty native Spanish speaking students of English as a second language at the elementary and intermediate levels.A taxonomy of twenty error types was designed to analyze the errors in the Auxiliary (Aux) and Verb Phrase (VP) of the translations. The error types were categorized into errors of overgeneralization, transfer, transla…
Toward a Theory of Language Acquisition1
The claim that the adult, in contrast to the child, is deficient in his ability to learn a second language leads to the conclusion that adult second language acquisition is a process which is characteristically different, cognitively, from that of child first or second language acquisition. This paper challenges this claim. The differences which do exist are more quantitative than qualitative and can be discovered by a shift of attention from the…
Teaching ESL: Incorporating a Communicative, Student-Centered Component
Current research in applied linguistics claims that most adult learners acquire a second language only to the extent that they are exposed to and actively involved in real, meaningful communication in that language. An ESL class which sets out to provide opportunities for such communication, therefore, requires at least two basic components: an environment which will encourage learners to exercise their own initiative in communicating, and activi…
Content and Written Form: A Two-Way Street
Teaching students to outline their essays before they actually write them is a common practice which presumes that writing is a uni-directional process of recording pre-sorted, pre-digested ideas. While it is certainly true that much of an essay can be planned in advance, one must also recognize that the very act of writing can itself serve to facilitate thought and shape ideas. Essay writing is thus viewed as a hi-directional movement between co…
Breaking down the Free Conversation Myth
How often do we hear students complain that they are not given adequate class time to speak English? How often do we, as teachers and administrators, try to correct this deficiency by scheduling free discussions and by breaking classes down into small groups so that each individual student will have ample opportunity to speak in an unstructured way? Most teachers will find that these or similar thoughts cross their minds fairly frequently, and wh…
Adult Language Learning Strategies and Their Pedagogical Implications
Recent research has shown that language learners begin relying on their ability to analogize, systematize, and regularize the target language data to which they are exposed immediately upon beginning to learn a new language. Because of their lack of familiarity with the new linguistic system, however, they also rely extensively on their native languages for support. With increased proficiency in the target language, they rely proportionately less…
Toward a Theory of Language Acquisition1
The claim that the adult, in contrast to the child, is deficient in his ability to learn a second language leads to the conclusion that adult second language acquisition is a process which is characteristically different, cognitively, from that of child first or second language acquisition. This paper challenges this claim. The differences which do exist are more quantitative than qualitative and can be discovered by a shift of attention from the…
Adult Language Learning Strategies and Their Pedagogical Implications
Recent research has shown that language learners begin relying on their ability to analogize, systematize, and regularize the target language data to which they are exposed immediately upon beginning to learn a new language. Because of their lack of familiarity with the new linguistic system, however, they also rely extensively on their native languages for support. With increased proficiency in the target language, they rely proportionately less…
The Use of Overgeneralization and Transfer Learning Strategies by Elementary and Intermediate Students of Esl1
An orally administered test requiring the written English translation of eighty Spanish sentences was administered to twenty native Spanish speaking students of English as a second language at the elementary and intermediate levels.A taxonomy of twenty error types was designed to analyze the errors in the Auxiliary (Aux) and Verb Phrase (VP) of the translations. The error types were categorized into errors of overgeneralization, transfer, transla…
Teaching Composition to Low-Level ESL Students
Breaking down the Free Conversation Myth
How often do we hear students complain that they are not given adequate class time to speak English? How often do we, as teachers and administrators, try to correct this deficiency by scheduling free discussions and by breaking classes down into small groups so that each individual student will have ample opportunity to speak in an unstructured way? Most teachers will find that these or similar thoughts cross their minds fairly frequently, and wh…
Content and Written Form: A Two-Way Street
Teaching students to outline their essays before they actually write them is a common practice which presumes that writing is a uni-directional process of recording pre-sorted, pre-digested ideas. While it is certainly true that much of an essay can be planned in advance, one must also recognize that the very act of writing can itself serve to facilitate thought and shape ideas. Essay writing is thus viewed as a hi-directional movement between co…
In Search of Real Reality
This paper presents a rationale for basing ESL instruction on the notions of reality and authenticity. It focuses on four major points. First, it discusses the inadequacy of grammatically-based approaches in teaching appropriate language use. Second, it considers the Notional/Functional Syllabus and proposes that, in general, highly structured language teaching, either grammatically- or functionally-based, fails to meet students' needs. Third, it…
In This Issue
Teaching ESL: Incorporating a Communicative, Student-Centered Component
Current research in applied linguistics claims that most adult learners acquire a second language only to the extent that they are exposed to and actively involved in real, meaningful communication in that language. An ESL class which sets out to provide opportunities for such communication, therefore, requires at least two basic components: an environment which will encourage learners to exercise their own initiative in communicating, and activi…
Linguistics (8 works) · Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Mathematics education (7 works) · Philosophy (5 works) · Sociology (5 works) · Language education (3 works) · Language, Discourse, Communication Strategies (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works)