Browsing School of Language and Culture by Title
Now showing items 22-41 of 74
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Improving the teaching of casual conversation through collaborative action research - a 'Leap in the Dark' or a 'Shot in the Arm'?
(AUT University, 2005)There is, in recent TESOL literature, much encouragement for teachers to undertake Action Learning and Action Research in order to improve teaching and develop research skills. But how practical and beneficial is this in ... -
Improving the teaching of the pragmatic norms of conversation: a journey of reflective teacher action research
(Tesolanz, 2010)Following the recent renewal of interest in the teaching of pragmatics (Kasper & Roever, 2004), the author has conducted a series of action research investigations into the teaching of pragmatic norms using elicited recorded ... -
In a manner of speaking: assessing frequent spoken figurative idioms to assist ESL/EFL teachers
(Elsevier, 2007)This article outlines criteria to define a figurative idiom, and then compares the frequent figurative idioms identified in two sources of spoken American English (academic and contemporary) to their frequency in spoken ... -
“In Iran I Didn’t Speak English Any More”: The Effects of Contextual Changes on the Willingness to Communicate of Iranian Migrants to New Zealand
(2016)Since the development of the willingness to communicate (WTC) construct by MacIntyre et al. in 1998, a variety of psychological factors which enhance or diminish an individual’s desire to speak in a second language have ... -
‘In New Zealand I Feel More Confidence’: The Role of Context in the Willingness to Communicate (WTC) of Migrant Iranian English Language Learners
(Servicio de Publicaciones. Universidad de Murcia., 2015)This article will discuss recent theories of Willingness to Communicate (WTC) and provide an overview of studies into this individual difference which have been conducted in both Iran and New Zealand (NZ). So far few ... -
Intercultural competence: encouraging learner reflection
(Spanish Teachers Association New Zealand Aotearoa (STANZA), 2015)Presentation of research findings from a wider study on the development of intercultural communicative language teaching, with recommendations for current language teachers in New Zealand schools. The focus is on the role ... -
Intercultural Language Learners: Are You Providing Opportunities for Your Language Learners to Reflect?
(New Zealand Association of Language Teachers, 2014)As you know, the two strands of Knowledge Awareness - language and culture - have equal weighting in the Learning Languages area of the NZ 2007 Curriculum. This was a paradigm shift in the teaching of additional languages, ... -
Investigations into pronunciation teaching
(IATEFL, 2011)This article reports on the main findings of my recently completed PhD (Couper 2009) and discusses the implications for the classroom. The findings are based on a series of three cumulative studies. With the insights gained ... -
“It’s Not the Way We Use English”—Can We Resist the Native Speaker Stranglehold on Academic Publications?
(MDPI AG, 2017)English dominates the academic publishing world, and this dominance can, and often does, lead to the marginalisation of researchers who are not first-language speakers of English. There are different schools of thought ... -
Ki Te Tahatū O Te Rangi: Normalising Te Reo Māori Across Non-traditional Māori Language Domains
(Te Taura Whiri i te Reo Māori, 2019)Background In 2018, Te Taura Whiri i te Reo Māori (The Māori Language Commission) commissioned the New Zealand Work Research Institute (NZWRI) and Te Ipukarea (The National Māori Language Institute) to explore the integration ... -
Kia Kaua Te Reo E Rite Ki Te Moa, Ka Ngaro: Do Not Let the Language Suffer the Same Fate As the Moa
(The Royal Society, 2020)More than a third of the world's languages are currently classified as endangered and more than half are expected to go extinct by 2100. Strategies aimed at revitalizing endangered languages have been implemented in numerous ... -
Language shift and host society attitudes: Dutch migrants who arrived in New Zealand between 1950 and 1965
(Sage Publishers, 2012)Language shift and host society attitudes - Dutch migrants who arrived in New Zealand between 1950 and 1965 Abstract A study published in 2010 reported on past and current language use of a group of older Dutch migrants ... -
A Languages Strategy for Auckland: Why and What Are The Issues?
(Faculty of Education and Social Work, the University of Auckland, 2015)No abstract. -
Making the implicit explicit: pragmatics in the classroom
(AUT University, 2010)Successful communication in a second language requires knowledge of its socio-pragmatic norms (Eslami-Rasekh, 2005), and explicit instruction can be of value to second language learners (Kasper & Roever, 2004). Various ... -
Making the implicit explicit: raising pragmatic awareness in trainee interpreters, using semi-authentic spontaneous discourse samples
(TESOL, 2012)Following the recent interest in the teaching of pragmatics and the recognition of its importance for both cross-cultural communication and new speakers of an additional language, the authors carried out an action research ... -
Meeting the needs of visiting in-service EFL teachers from China
(AUT University; VUW, 2007)Providing short term intensive professional development courses that successfully meet the needs of course participants can be a challenging task. This paper discusses a tailor- made programme for visiting overseas teachers ... -
A model-based online framework for Kanji learning
(Computer-assisted Language Learning (CALL), 2013)This article presents a conceptual CALL model of kanji learning set within a framework of outcome-specific learning tools and cognitive support structure. The kanji learning ‘package’ will enable learners to manage the ... -
Moving Out of Our Comfort Zones to Make a Difference - Do We Really Want To?
(Higher Education Close Up (HECU), 2014)In this paper I would like to focus on postgraduate teaching and supervision. I ask whether some of the issues raised by our keynote speakers could not be meaningfully addressed by academics if they were willing to think ...