* Concise but thorough and reader-friendly, this comprehensive text is a guide on how to shape learner pronunciation. * Comprehensively addresses all topics related to teaching connected speech, including phonemes, register, contexts for CS * Features ample examples, exercises, and activities of shaping learner pronunciation * Provides organizing questions at the beginning of each chapter and a section on Learner Exercise Ideas in each chapter

* Concise but thorough and reader-friendly, this comprehensive text is a guide on how to shape learner pronunciation. * Comprehensively addresses all topics related to teaching connected speech, including phonemes, register, contexts for CS * Features ample examples, exercises, and activities of shaping learner pronunciation * Provides organizing questions at the beginning of each chapter and a section on Learner Exercise Ideas in each chapter

Introducing Needs Analysis and English for Specific Purposes is a clear and accessible guide to the theoretical background and practical tools needed for this early stage of curriculum development in ESP. Beginning with definitions of needs analysis and ESP, this book takes a jargon-free approach which leads the reader step-by-step through the process of performing a needs analysis in ESP, including: how to focus a needs analysis according to the course and student level; the selection and sequencing of a wide variety of data collection procedures; analysis and interpretation of needs analysis data in order to write reports and determine Student Learning Outcomes; personal reflection exercises and examples of real-world applications of needs analysis in ESP. Introducing Needs Analysis and English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying English for Specific Purposes, Applied Linguistics, TESOL and Education.

In this revised edition in the popular New Ways Series, teachers have once again been given an opportunity to show how they do assessment in their classrooms on an everyday basis. Often feeling helpless when confronted with large-scale standardized testing practices, teachers here offer classroom testing created with the direct aim of helping students learn. Consequently, this collection of teachers' contributions looks more like assessment activities than like tests because they are thoroughly integrated into the language teaching and learning processes. Each activity provides scoring and feedback that enlightens both students and teachers about the effectiveness of the language learning and teaching involved. More than 100 activities offer alternative ways of doing assessment organized around methods, feedback perspectives, task-based assessment, classroom chores, written skills, and oral skills.

Introducing Needs Analysis and English for Specific Purposes is a clear and accessible guide to the theoretical background and practical tools needed for this early stage of curriculum development in ESP. Beginning with definitions of needs analysis and ESP, this book takes a jargon-free approach which leads the reader step-by-step through the process of performing a needs analysis in ESP, including: how to focus a needs analysis according to the course and student level; the selection and sequencing of a wide variety of data collection procedures; analysis and interpretation of needs analysis data in order to write reports and determine Student Learning Outcomes; personal reflection exercises and examples of real-world applications of needs analysis in ESP. Introducing Needs Analysis and English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying English for Specific Purposes, Applied Linguistics, TESOL and Education.

This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations. Heritage learners are defined as those who initially acquired certain levels of linguistic and cultural competence in a non-dominant language mainly through interaction with foreign-born parents and other family members at home. Heritage language instruction is currently a "hot topic" and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections: *Overview-addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students; *Language Needs Analysis; *Attitude, Motivation, Identity, and Instructional Preference; and *Curriculum Design, Materials Development, and Assessment Procedures Teaching Chinese, Japanese, and Korean Heritage Language Students is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.

This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations. Heritage learners are defined as those who initially acquired certain levels of linguistic and cultural competence in a non-dominant language mainly through interaction with foreign-born parents and other family members at home.
Heritage language instruction is currently a "hot topic" and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections:
*Overview-addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students;
*Language Needs Analysis;
*Attitude, Motivation, Identity, and Instructional Preference; and
*Curriculum Design, Materials Development, and Assessment Procedures
"Teaching Chinese, Japanese, and Korean Heritage Language Students "is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.

This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.

This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

Connected speech is based on a set of rules used to modify pronunciations so that words connect and flow more smoothly in natural speech (hafta versus have to). Native speakers of English tend to feel that connected speech is friendlier, more natural, more sympathetic, and more personal. Is there any reason why learners of English would prefer to be viewed as unfriendly, unnatural, unsympathetic, and impersonal? The great news is that such rules can (and should) be explained and taught. This book makes available fun and interesting lessons, presented in a systematic way that is directly useful in the ESL/EFL classroom.

Testing in Language Programs is a textbook for graduate and undergraduate teacher training courses in language testing and assessment. Ideal for both classroom and personal reference, this book targets the needs of those making both program-level decisions (admissions, proficiency, and placement) as well as classroom-level decisions (e.g., assessing what students have learned through diagnostic and achievement testing.

This book contains a collection of fourteen articles on connected speech of interest to teachers, researchers, and materials developers in both ESL/EFL (ten chapters focus on connected speech in English) and Japanese (four chapters focus on Japanese connected speech). The fourteen chapters are divided up into five sections: >What do we know so far about teaching connected speech? >Does connected speech instruction work? >How should connected speech be taught in English? >How should connected speech be taught in Japanese? >How should connected speech be tested?

This volume focuses on the decision-making potential provided by second language performance assessments. The authors first situate performance assessment within a broader discussion of alternatives in language assessment and in educational assessment in general. They then discuss issues in performance assessment design, implementation, reliability, and validity. Finally, they present a prototype framework for second language performance assessment based on the integration of theoretical underpinnings and research findings from the task-based language teaching literature, the language testing literature, and the educational measurement literature. The authors outline test and item specifications, and they present numerous examples of prototypical language tasks. They also propose a research agenda focusing on the operationalization of second language performance assessments.

This book provides an up-to-date and comprehensive overview of research methods in second-language teaching and learning, from experts in the field. The Cambridge Guide to Research in Language Teaching and Learning covers 36 core areas of second-language research, organised into four main sections: Primary Considerations; Getting Ready; Doing the Research; Research Contexts. Presenting in-depth but easy to understand theoretical overviews, along with practical advice, the volume is aimed at 'students of research', including pre-service and in-service language teachers who are interested in research methods, as well as those studying research methods in Bachelor, MA, or PhD graduate programs around the world.

Over the past decade criterion-referenced testing (CRT) has become an emerging issue in language assessment. Most language testing books have hitherto focused almost exclusively on norm-referenced testing, whereby test takers’ scores are interpreted with reference to the performance of other test takers, and have ignored CRT, an approach that examines the level of knowledge of a specific domain of target behaviours. This book is designed to comprehensively address the wide variety of CRT and decision-making needs that more and more language-teaching professionals must address in their daily work. Criterion-referenced Language Testing is the first volume to create a nexus between the theoretical constructs and practical applications of this new area of language testing.

This book presents a comprehensive, but practical, overview of the different phases and activities involved in the development and implementation of effective survey projects by language-teaching professionals. The text, which includes chapters on planning, designing, gathering, analyzing, and reporting survey research, would be accessible to graduate students, language teachers, administrators, and researchers. The theoretical and practical issues involved in survey design are defined and discussed in digestible chunks. All concepts are explained in an easy-to-follow, step-by-step manner, with ample examples and checklists provided. Each chapter also includes a list of key terms, a set of review questions, and a collection of exercises for practical application. In this text, language-teaching professionals will find all of the crucial information needed to survey students and teachers about their beliefs and practices. The results can then be used for developing curriculum, evaluating the success of language programs, or doing other relevant research.

Designed for language teachers with no previous background in statistics, this book focuses on the skills and processes necessary for understanding statistical research in language learning. Brown explains the basic terms of statistics; the structure and organization of statistical research reports; the system of statistical logic; and how to decipher tables, charts, and graphs. By the end of the book, readers will be able to make knowledgeable judgments about the relative qualities of a study and to assess the value of the results of a study in relation to a specific language teaching situation.

Drawing on the second language performance assessment item specifications created in Technical Report 18, this volume describes the creation of actual performance assessment instruments and their validation. After briefly reviewing the background to the project, the book explains the test and rating scale development processes and the administration of the resulting seven-task tests to 60 students from the University of Hawai'i (30 on Form P and 30 on Form Q) and 30 students from the Kanda University of International Studies (on Form J). The results based on task-dependent, task-independent, and self-rating scales are examined in terms of descriptive statistics, multi-faceted Rasch model analyses, reliability estimates, and correlational analyses. These results are discussed at length in terms of the effects of test revision, and in terms of comparisons among the task-dependent, task-independent, and self-rating scales especially with regard to their reliability and validity.