Aspects of Language Development in an Intensive English Program

Intensive English Programs and Second Language Teaching Research Intensive English Language Programs: Early Beginnings and Professionalization The Spread of English as a World Lingua Franca and Economic Impact The Economic and Political Context of the Intensive English Program Wider Context in Research and Second Language Teaching Second Language Acquisition as Theoretical Research Second Language Acquisition and Language Teaching Research The Role of Instruction in Language Development Goals and Role of Intensive English Programs in the Wider Context of English for Academic Purposes and English for Specific Purposes The Research in This Book: Mixed Methods and in the Spirit of ‘Design-Based’ Research Summary Topics for Administrators and Teachers to Reflect On Questions and Issues Mainly for Program Administrators and Curriculum Supervisors Questions and Issues for Classroom Teachers Notes References The Intensive English Program at the University of Pittsburgh: Methods and Curriculum Methodology – The Communicative Approach (CLT)The Faculty and the Design and Implementation of the Curriculum The Students: National Origins, Proficiency, and Goals The Curriculum The Speaking Curriculum – Goals, Objectives, Student Learning Outcomes The Writing Curriculum – Goals, Objectives, Student Learning Outcomes The Grammar Curriculum – Goals, Objectives, Student Learning Outcomes Summary Note References Appendix I English Language Institute General Best Practices Appendix II Level 3 Horizontal Articulation Appendix III Level 4 Horizontal Articulation Appendix IV Level 5 Horizontal Articulation Placement Assessment and Developmental Measures in an Intensive English Program Introduction Background to Assessment Placement Assessment Description of the Placement Tools in the Intensive English Program Determining and Justifying Cut Scores Data Visualization and Analysis Central Tendency and Dispersion Cluster Analysis A Case Study From the Pitt Intensive English Program Participants Data Visualization K-Cluster Analysis Rubrics for Assessing Development Final Exams Reading Writing Listening Speaking Grammar Summary Topics for Administrators and Teachers to Reflect On Questions and Issues Mainly for Program Administrators and Curriculum Supervisors Questions and Issues for Classroom Teachers Notes References Appendix I Writing Sample Rubric Lexical Development in an Intensive English Program Introduction Some Terminology for the Lexicon Which Words Should and Do the Students Know at Each Proficiency Level?How Does Lexical Knowledge Develop? Diversity, Sophistication, and Depth Comparing vocD and Advanced Guiraud for Advanced Writing Naismith et al. (2018): Which List Is Better for Calculating Advanced Guiraud: The Role of L1 and L2 Experience Differences Among Regions With the Same First Language Instructional Approaches to Vocabulary Teaching Teaching Vocabulary: Decisions for the Approach, Method, and Technique Using Technology to Teach Vocabulary: The Role of Learners’ Motivation, Culture, and Teachers’ Perceptions Collocations and Formulaic Sequences Conclusion Topics for Administrators and Teachers to Reflect On Questions and Issues Mainly for Program Administrators and Curriculum Supervisors Questions and Issues for Classroom Teachers Notes References Appendix I English Language Institute Vocabulary List Grammatical Development in an Intensive English Program Introduction: Theories of Grammar and Learning Background: Grammatical ‘Functors’ in English, Developmental Orders, and First Language Influence Acquisition Orders in Functors and L1 Influence Revisited Development of Clause Structure in Recorded Speaking Activities Word Frequency Ranking Changes Reflect Morpho-Syntactic Development in English as a Second Language Writing Specific Structures and L1 Development: Two Case Studies Articles Development of Passive in the Intensive English Program Summary Topics for Administrators and Teachers to Reflect On Questions and Issues Mainly for Program Administrators and Curriculum Supervisors Questions and Issues for Classroom Teachers Notes References Spoken Language: Pronunciation and the Development of Complexity, Accuracy, and Fluency in an Intensive English Program A Brief Review of Topics in Pronunciation: Phonetics and Phonology Complexity, Accuracy, and Fluency in L2 Speaking Recorded Speaking Activities in the Pitt Intensive English Program Do Self-Correction Notes Make a Difference?The Development of Fluency in the Intensive English Program – An Example Intervention Study A Comment on Task-Based Language Instruction and Complexity, Accuracy, and Fluency Research The Influence of L1 Phonology and Orthography on L2 Reading and Writing Summary Topics for Administrators and Teachers to Reflect On Questions and Issues Mainly for Program Administrators and Curriculum Supervisors Questions and Issues Mainly for Classroom Teachers Notes References Some Features of the Development of Writing in an Intensive English Program Introduction Research on L2 Writing Development – Selected Key Highlights Writing: Taking Account of the Potential Reader The Learner-Centered Curriculum Awareness of Genre Contrastive Rhetoric: L1 Influence in L2 Writing Corrective Feedback: Second Language Acquisition Research Corpus-Based Studies of Writing: Quantitative Measurements The Big Picture Case Studies From the Intensive English Program – Tracking Development of Eight Students Over Three Semesters Review of Curriculum Goals and Background of Selected Students Quantitative Overview of the Learners’ Texts Qualitative Analysis Content Evaluation Do Quantitative Ratings and Qualitative Teacher Evaluations Align?Summary and Conclusion Topics for Administrators and Teachers to Reflect On Questions and Issues Mainly for Program Administrators and Curriculum Supervisors Questions and Issues Mainly for Teachers Note References Appendix I. AF3 Arabic L1. Writing Texts Appendix II. BN7 Arabic L1. Writing Texts Appendix III. AQ1 Chinese L1. Writing Texts Appendix IV. BL7. Chinese L1. Writing Texts Appendix V. AY3 Japanese L1. Writing Texts Appendix VI. FW1 Japanese L1. Writing Texts Appendix VII. CC4 Korean L1. Writing Texts Appendix VIII. EQ8 Korean L1. Writing Texts Epilogue The Wider Context of the Intensive English Program Tracking Development: Providing Quantitative Support for Qualitative Judgments Aspects Not Covered Prospects for Intensive English Programs In the United States Around the World Reference