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Pennycook, Alastair – TESOL Quarterly, 1999
Highlights unifying concerns in the articles contained in this special issue. The three main themes that constitute critical approaches to TESOL are the focus: the domain or area of interest, transformative pedagogy, and a self-reflexive stance on critical theory. (Author/VWL)
Descriptors: Context Effect, Critical Theory, English (Second Language), Power Structure

Freedman, Aviva – TESOL Quarterly, 1999
Discusses genre theory from the perspective of rhetorical genre studies. Points to issues that should form part of the frame or theoretic context within which teachers who have experience within relevant learning contexts can select or invent appropriate strategies and approaches. (Author/VWL)
Descriptors: Context Effect, English (Second Language), Language Styles, Linguistic Theory

Riddle, Elizabeth – TESOL Quarterly, 1986
Argues that a major cause of the inconsistent use of the past tense even by very advanced learners of English as a second language is an inadequate understanding of its actual meaning and discourse function. Suggestions are offered for teaching and practicing this tense in context. (SED)
Descriptors: Classroom Techniques, Communication Skills, Context Effect, Discourse Analysis

Warschauer, Mark – TESOL Quarterly, 1998
Suggests that to understand the interrelationship between technology and language learning, researchers must investigate the broader ecological context that affects language learning and use in today's society, both inside and outside the classroom. This involves expanding research paradigms to engage in critical qualitative research attempts to…
Descriptors: Computer Assisted Instruction, Context Effect, Educational Technology, English (Second Language)

Ulichny, Polly – TESOL Quarterly, 1996
Presents a microanalysis of a segment of an adult English as a Second Language class in order to illustrate classroom interaction that combines the goals of negotiation among participants and explicit instruction on the formal features of language. The article urges teachers to microanalyze their classroom discourse in order to improve teaching…
Descriptors: Adult Students, Classroom Communication, Context Effect, Discourse Analysis

Pennington, Martha C.; Richards, Jack C. – TESOL Quarterly, 1986
The phonemic-based view of teaching second language pronunciation is contrasted with a discourse-based view comprising segmental, voice-setting, and prosodic features. Research is surveyed on first language influence, the acquisition processes operative in second language phonology, psychosocial and individual factors, and the role of instruction.…
Descriptors: Articulation (Speech), Context Effect, Individual Differences, Interference (Language)

Nayar, P. Bhaskaran – TESOL Quarterly, 1997
Examines the origin and current meaning of the labels, ESL (English as a Second Language) and EFL (English as a foreign language). Places these acronyms in historical context, evaluates their current credibility, distinguishes three contexts commonly referred to as ESL environments and proposes a new nomenclature that better captures the role of…
Descriptors: Abbreviations, Change Strategies, Concurrent Validity, Context Effect

Hyon, Sunny – TESOL Quarterly, 1996
Overviews work in genre theory and its application to first and second language instruction and differentiates three traditions in genre theory: English for specific purposes, North American New Rhetoric studies, and Australian systemic functional linguistics. The article concludes with a discussion of the implications of genre theory for English…
Descriptors: Adult Education, Applied Linguistics, Context Effect, Educational Objectives

Atkinson, Dwight – TESOL Quarterly, 1997
Argues that teachers of English as a Second Language should be cautious in using critical thinking pedagogies in the classroom. Notes that critical thinking is a social practice attracting criticism for being exclusive and that skills related to critical thinking are culturally based and do not seem to transfer beyond a narrow instructional…
Descriptors: Anthropological Linguistics, Class Activities, Cognitive Development, Context Effect