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Study skills for speakers of English as a second language / Marilyn Lewis, Hayo Reinders Basingstoke : Palgrave Macmillan, 2003xii, 220 p. ; 22 cm.A second language, studying in a new country, are taking an even bigger step. Based on interviews with international students and their teachers, this book offers straightforward advice on academic topics such as language use, as well as social topics and the culture of Western universities. It also contains a helpful mini-dictionary of university words, and so will be an ideal guide for any international student studying in an English-speaking university. -- Publisher description.
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Syllable Circles for pronunciation learning and teaching / John Whipple, Charlie Cullen, Keith Gardiner and Tim Savage
// ELT journal. 2015, Vol. 69, No.2 2015.p. 151-164. Syllable Circles are interactive visualizations representing prominence as a feature in short phrases or multi-syllable words. They were designed for computer-aided pronunciation teaching. This study explores whether and how interactive visualizations can affect language learners’ awareness of prominence, or stress, in English pronunciation. The study followed seven learners and three teachers. Think-aloud protocols, notes from direct observation, and interviews allowed for six streams of data. It was found that interactive visualizations of Syllable Circles facilitate learners’ noticing of prominence. Learners and teachers believed interactive visualizations were a useful means for presenting prominence and other suprasegmental features, and would be valuable learning and teaching resources.
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Toward facilitative mentoring and catalytic interventions / Melissa K. Smith and Marilyn Lewis
// ELT journal. 2015, Vol. 69, No.2 2015.p. 140-150. In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on the mentor’s advice-giving role. Next, the experiences of seven mentors participating in a mentor training programme illustrate how mentors view and fulfil their role. Data from the seven mentors’ coursework is examined to identify the approaches and techniques that emerge during this process as they attempt to move toward catalytic interventions.
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