Donna M. Johnson

Sources of Bias in SLA: Research Monolingual Bias in SLA Research

Lightbown, P. M., Spada, N., & Wallace, R. (1980). Some effects of instruction on child and adult ESL learners. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition (pp. 162-172). Rowley, MA: Newbury House. Long, M. H. (1988). Instructed interlanguage development. In L. M. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115-141). New York: Newbury House. Long, M. H. (1989). Task, group and task group interactions. Plenary address delivered at the RELC annual conference, Singapore. Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56. Long, M. H., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207-228. Long, M. H., & Richards, J. C. (Eds.). (1987). Methodology in TESOL: A book of readings. New York: Newbury House. Mason, C. (1971). The relevance of intensive training in English as a foreign language for university students. Language Learning, 21, 197-204. Nunan, D. (1991). Language teaching methodology. New York: Prentice Hall. Pica, T. (1983). Adult acquisition of English as a second language under three conditions of exposure. Language Learning, 33, 465-497. Rutherford, E., & Sharwood Smith, M. (Eds.). (1988). Grammar and second language teaching: A book of readings. New York: Newbury House/Harper & Row. Spada, N. (1987). Relationships between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 18, 137-161. Strevens, P. D. (1987). The nature of language teaching. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 10-26). New York: Newbury House/Harper & Row.

Politeness: Some Universals in Language Usage (Studies in Interactional Sociolinguistics 4)

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Complimenting and Involvement in Peer Reviews: Gender Variation

This article presents an analysis of gender differences in the use of compliments in one genre of written discourse. The data base is a set of 47 peer reviews of academic papers written by graduate students in the form of letters. Drawing on work from several theoretical perspectives, we analyzed the forms, strategies, and discourse functions of compliments in these papers. We found that women made significantly greater use of compliment intensifiers and personal referencing than did men. In using compliments to structure discourse, women more often framed the text with both opening and closing compliments. Consistent patterns suggested that women writers accommodated to the gender of their addressee more than did men, resulting in a discernible female-female complimenting style. The study illustrates specific ways that gender is involved in being polite and in creating and sustaining a sense of involvement in written discourse. (Complimenting, politeness, sociolinguistics, gender, discourse strategies, cross-sex communication, English)

Natural Language Learning by Design: A Classroom Experiment in Social Interaction and Second Language Acquisition.

The purpose of this classroom experiment was to examine the effects of Inter-ethnolinguistic Peer Tutoring (IEPT) on the social interaction and English language proficiency of Spanish-speaking elementary children. The relationship between verbal interaction in English and growth in English language proficiency was also examined. A matched pairs experimental design was employed. Subjects were tested on three measures of English language proficiency, the PPVT, the LAS and the CCCT. They were observed to determine the degree to which they interacted in English with fluent English speakers. They were then matched on the basis of an overall English proficiency score and an interaction score, and were assigned to a treatment or control group. The IEPT treatment consisted of sessions designed to provide a structured setting for natural language practice between an LES and an FES student. Students were observed weekly for verbal interactions during their free time. They were posttested on the three measures of English language proficiency. A trend analysis, correlations, and t tests provided some evidence that the IEPT treatment resulted in increased verbal interaction in English. No relationship was demonstrated between amount of verbal interaction in English and growth in English language proficiency based on an analysis using partial correlations. The results of t tests revealed that the IEPT treatment resulted in increased vocabulary comprehension as measured by the PPVT, but, no differences between treatment and control group were found on the LAS and the CCCT tests. The discussion emphasizes the importance of utilizing the language input of FES children in designing ESL programs.

Methodological Challenges in Discourse Analysis: From Sentences to Discourses, Ethnography to Ethnographic: Convicting Trends in TESOL Research

The TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. For this issue we asked two researchers to discuss methodological challenges in discourse analysis.

Validity and Reliability in Qualitative Research on Second Language Acquisition and Teaching: Two Researchers Comment…

Because research on second language acquisition and teaching (SLAT) draws on and contributes to a variety of disciplines, it is important to study differing views on the nature of inquiry. Researchers and teacherresearchers in this field should be able to read, assess, conduct, and benefit from research with an understanding of different views about what constitutes high-quality inquiry. Eisner and Peshkin (1990) suggest that being bimethodological or multimethodological is a mark of scholarly sophistication. This idea is worth considering for SLAT students who need to know about methods and standards of inquiry in linguistics, education, the humanities, anthropology, psychology, sociology, and so on. We focus here on the notions of validity and reliability as standards in research. Although our own research perspective is essentially qualitative in nature, we will argue for the potential utility of auxiliary quantitative procedures in achieving these standards. We will also argue that qualitative procedures are important for establishing the validity of research conducted from an essentially quantitative perspective. In other words, the two approaches should be seen as complementary rather than mutually exclusive (see, for example, Jaeger, 1988). Notions of validity differ substantially in different research traditions, but the generally accepted view derives from a positivist-realist

Results of a National Survey of Graduates of Bilingual Education Programs

A national sample of graduates of bilingual education programs at the doctoral, masters, and bachelors levels was surveyed by mail and by telephone to determine what proportion of them had entered the field of bilingual education and to describe the jobs they held. Results of the survey, conducted under contract to the U.S. Department of Education, indicated that the vast majority of the graduates were applying their skills to the education of students with limited English proficiency. The majority of the graduates of bachelors and masters programs were working as elementary teachers, 94 percent of them with Spanish-speaking pupils. More than two thirds taught ESL. Three quarters of the teacher-trainer graduates held positions involving either teacher training or administration. Those teaching in college and university settings taught broad-based courses, while those training teachers in school-district settings taught more functionally oriented courses. The survey results provide national baseline data on employment outcomes of bilingual education training programs.

Wer ist Wir ?: Die Konstruktion von Communities im US-Mexikanischen Grenzdiskurs

Im folgenden Beitrag soll beschrieben werden, wie ein Redner Indexikalitat einsetzt, um bei binationalen Grenzkonferenzen eine Atmosphare kooperativen Engagements aufzubauen. Binationale Grenzkonferenzen sind offizielle Treffen von Experten aus Mexiko und den USA, die in der Nahe der US-Mexikanischen Grenze stattfinden. Gegenstand dieser Konferenzen, die ublicherweise sowohl auf Englisch als auch auf Spanisch abgehalten werden, ist die Erorterung von Problemen der an der Grenze lebenden Communities. Eine solche binationale Grenzkonferenz zu veranstalten, ist ein komplexes Unterfangen, weil die Teilnehmer aus zwei Staaten kommen und ein sehr unterschiedliches Niveau an Spanisch- bzw. Englischkenntnissen besitzen. Zudem stellen die Konferenzen aufgrund ihrer geographischen Ansiedlung an der US-mexikanischen Grenze eine komplexe kommunikative Herausforderung dar.

Assessing Language Proficiency From a Sociolinguistic Perspective

anxiety. The Modern Language Journal, 70, 125-132. McCroskey, J.C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37, 269-277. Paul, G.L. (1966). Insight vs. desensitization in psychotherapy. Stanford: Stanford University Press. Sarason, I.G. (1978). The test anxiety scale: Concept and research. In C.D. Spielberger & I.G. Sarason (Eds.), Stress and anxiety: Vol. 5 (pp. 193-216). Washington, DC: Hemisphere. Scovel, T. (1978). The effect of affect: A review of the anxiety literature. Language Learning, 28, 129-142. Spielbejger, C.D. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto, CA: Consulting Psychologists Press. Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33, 448-451.

Reliability and Validity of the Language Proficiency Measure

A total of 101 English-speaking Hispanic and 97 Spanish-speaking Hispanic pupils in Grade K-3 were administered the Language Proficiency Measure (LPM). Results indicated that the interrater reliability was adequate, internal-consistency reliability estimates were high, concurrent validity coefficients were adequate, and the classification validity was acceptable. These findings provided substantial evidence supporting the reliability and validity of the LPM.