Annotated

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Annotated Bibliography

Names: Myriam Pinto
Katia Carrasco.

For: Nicholas Gunn.

Abstracts.

Tarone Elaine and Bigelow Martha , (2005), “Impact of Literacy an Oral Language Processing: Implications for Second Language Acquisition Research”, Cambridge University Press, 77-97.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=322788

Abstract

Inthis chapter we describe a body of research on oral language processing that we believe has important implications for applied linguistics. This research documents the effects of literacy on human oral language processing. Studies in this area show that illiterate adults significantly differ from literate adults in their performance of oral processing tasks that require an awareness of linguisticsegments. These studies provide evidence that the acquisition of the ability to decode an alphabetic script changes the way in which the individual processes oral language in certain kinds of cognitive tasks. At the same time, based on research establishing a clear reciprocal relationship between oral language processing skills and literacy, researchers on first language acquisition are extendingthe scope of their study to explore the way in which an individual's language competence is altered and extended by literacy itself. In this discussion, we describe the broad outlines of this new body of research and scholarship, and explore the implications for our understanding of second-language acquisition, and particularly for theories and research that explore the impact of “noticing” on SLA.We conclude by stressing the social and theoretical importance of including clearly-identified illiterate adults in our growing database on second language acquisition research.

Brown, H. D. (1994). Teaching by principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Regents. 416 pp.

Abstract
Teaching by Principles, by H. Douglas Brown, isintended for teachers in training -- those who intend to be teachers but who have little or no classroom experience -- and for teachers who train teachers. It is centered, not surprisingly, around certain principles of language teaching and learning, echoing Brown's own Principles of Language Teaching and Learning (1994). His new book Teaching by Principles is itself a manifestation of the principleswhich it espouses and, while one is again tempted to say "not surprisingly," it is not always a given that authors in our profession themselves "do as they say."

Nunan David (1989) Designig Tasks for the Communicative Classroom. http://www.amazon.com/Designing-Communicative-Classroom-Cambridge-Language/dp/0521379156#reader_0521379156
Abstract.
this book provides a balanced introduction to thetheoretical and practical aspects of communicative task design. It is targeted toward all second and foreign language teachers, and is ideal for innovative teachers who wish to develop their own tasks, or adopt/adapt those of others. The purpose of the book is to integrate recent research and practice in language teaching into a framework for analyzing learning tasks. This framework should helpforeign and second language teachers select, adapt or create their own communicative tasks. Intended for both practicing and trainee teachers of second or foreign language, the ideas presented can be employed in a variety of teaching situations with different levels of students. It should be useful for teachers of children and adults, and to teachers of English for Specific Purposes as well asthose of general purpose English.

Lightbown Patsy and Spada Nina (1993), Oxford University Press, How Language are Learned.

Abstract
The book is brief, but covers the areas of SLA research that would be of interest to classroom teachers. It includes information about first and second language acquisition theories as well as information from classroom research. In addition, there is a chapter...