Success With Languages

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ISBN: 9780415368377 | 0415368375
Cover: Nonspecific Binding
Copyright: 8/24/2005

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Learning a new language is exciting but can be a daunting prospect. You may not have studied for some time, lack confidence, or simply wish for some practical guidance on making the most of your language study. Success with Languages is designed to help you to develop the skills you need to become an effective language learner.

Preface

xii

Acknowledgements

1 Language learning and language learners

(20)

Tim Lewis, Christine Pleines and Stella Hurd

Why learn a language as an adult?

(3)

Which language to choose?

(1)

What does learning a language involve?

(3)

How far do you want to take it?

(2)

What do you hope to get out of your language learning?

(1)

What sort of a learner are you?

(4)

Individual differences

(1)

Self-awareness

(3)

Learner independence

(1)

Modes of study

(3)

Opportunities and providers

(2)

How to use this book

(2)

Summary of key points

(2)

2 Getting started

(14)

Annie Eardley, Helga Adams and Margaret Nicolson

Choosing the right course

(4)

Importance of past experience

(1)

Matching your requirements with what the course offers

(1)

Choosing your starting level

(1)

Amount of contact with the language

(1)

Placement and diagnostic tests

(3)

Choosing and organizing your learning resources

(1)

Dictionaries, grammar books

(1)

VCR and DVD players

(1)

CD players and cassette recorders

(1)

Computers

(1)

Organizing your physical resources

(2)

Where to study

(1)

Study environment

(1)

Storage and filing

(1)

Working with and around friends and family

(1)

Managing your time

(5)

Making the best use of your time

(1)

Low and high concentration times

(1)

Establishing priorities and making selections

(1)

Opportunities for study

(1)

Keeping records

(1)

Summary of key points

(1)

3 Becoming an effective learner

(25)

Margaret Nicolson, Helga Adams, Concha Furnborough, Lina Adinolfi and Mike Truman

Learning on your own

(1)

Learning with others

(3)

Learning with others in a language classroom

(1)

Studying independently

(1)

Building on previous experience

(1)

Making use of prior knowledge

(2)

Developing skills to help you learn

(8)

Making and keeping notes

(1)

Different ways of making notes

(5)

Using a dictionary

(1)

Dictionary features

(2)

Developing strategies to improve your learning

(5)

Knowing how to prepare yourself

(2)

Maintaining your confidence

(2)

Working with model answers and keys

(1)

Taking risks and learning from mistakes

(3)

The advantages of risk-taking

(2)

Developing an independent approach and taking responsibility

(1)

Summary of key points

(1)

4 Reflection and self-evaluation

(19)

Linda Murphy, Mirjam Hauck, Margaret Nicolson, and Helga Adams

What does reflection mean?

(1)

Developing awareness

(6)

Awareness of yourself as a language learner

(1)

Awareness of the context in which you are learning

(1)

Awareness of features of the language you are learning

(1)

How the language sounds

(1)

Word formation and sentence patterns

(1)

The social and cultural role of the language

(1)

Monitoring your progress

(4)

Keeping a learner diary or learning log

(1)

Using checklists

(2)

Using the language you have learned

(1)

Assessing your strengths and weaknesses: setting goals

(2)

Defining your priorities in order to draw up an action plan

(2)

Reviewing your goals

(1)

Developing good learning habits

(1)

Personal development planning

(2)

Summary of key points

(1)

5 Developing competence in the language (1): reading and listening skills

(31)

Felicity Harper, Pete Smith and Tita Beaven

Being a reflective learner in the context of reading and listening

(1)

What do reading and listening involve?

(3)

Reading and listening as processes

(1)

What do reading and listening have in common and how do they differ?

(2)

Why do we read or listen and what material do we choose?

(3)

Reading

(2)

Listening

(1)

How reading and listening are approached in coursebooks

(4)

Reading or listening for information

(1)

Exposure to new styles, vocabulary and linguistic practice

(1)

Before and after you read or listen

(1)

Active reading and listening

(4)

Prior knowledge of the topic, vocabulary and type of material

(1)

Prior knowledge of commonly used words and phrases

(1)

Using clues and exercises to aid comprehension

(1)

Making predictions

(1)

Hypothesis-testing

(1)

Strategies for understanding written material

(2)

Becoming familiar with the sound of the language

(2)

Reconciling sound and spelling of the target language

(1)

Changes in pronunciation of words in different contexts

(2)

The importance of stress patterns for recognizing word boundaries

(1)

Engaging with the cultural content

(2)

Awareness and appreciation of linguistic varieties

(1)

Awareness of style and register when reading and listening

(1)

Discovering and analysing linguistic and cultural content

(1)

Understanding socio-cultural references and their implications

(1)

Developing strategies

(10)

Creating your own activities for extra practice

(1)

Selecting and evaluating your strategies

(9)

Summary of key points

108

(2)

6 Developing competence in the language (2): writing and speaking skills

110

(30)

Lina Adinolfi, Christine Pleines, Felicity Harper, Tita Beaven, Pete Smith, Xavière Hassan, Helga Adams and Margaret Nicolson

Remembering and activating your vocabulary

110

(6)

Passive and active vocabulary

111

(1)

Being selective

111

(1)

Pairs and strings of words

112

(1)

Remembering and recalling words and phrases

112

(4)

Pronunciation and intonation

116

(2)

Pronunciation

116

(1)

Intonation

116

(1)

Improving your pronunciation and intonation

117

(1)

Accuracy and fluency

118

(2)

Using model texts

119

(1)

Interacting with others

120

(2)

Sounding and looking like a competent speaker of the target language

120

(1)

Giving yourself thinking time: using fillers

120

(1)

Improving your accuracy and range

121

(1)

Getting the message across

122

(2)

Using language in context

122

(1)

Using the language you know

122

(1)

How not to get your message across

123

(1)

Understanding the reply

124

(1)

Preparing what you want to say or write

124

(6)

Making time to prepare

124

(1)

Conventions in speaking and writing

125

(1)

Thinking about the content

126

(1)

Thinking about the structure

126

(1)

Beginning with the basics: a beginning, middle and end

127

(1)

Awareness of audience and purpose

127

(3)

Speaking and writing from notes

130

(4)

Making notes to organize your thoughts

130

(2)

Using your notes

132

(1)

Incorporating language from other sources into your speech or writing

132

(1)

Delivering oral presentations

133

(1)

Making your speech and writing flow

134

(2)

Keeping to the point and presenting a coherent argument

134

(1)

Using `discourse markers' to help your audience find their way through

134

(2)

Style and register

136

(2)

Style

136

(1)

137

(1)

Evaluating your writing and speaking

138

(1)

Summary of key points

139

(1)

7 The world as a classroom

140

(21)

James A. Coleman and Uwe Baumann

Why use real-life materials?

140

(1)

A few principles

141

(5)

Television and video

146

(3)

Getting started

146

(1)

Types of TV broadcast

146

(3)

Working with video clips of all kinds

149

(3)

Predicting with and without sound

149

(1)

Predicting with a partner

149

(1)

Predicting headlines and what happens next

150

(1)

Using video for speaking practice

150

(1)

Other active ways of using video

150

(2)

Radio and other audio

152

(3)

Radio

152

(1)

Types of radio broadcast

153

(1)

Audio books

154

(1)

Newspapers and magazines

155

(1)

Books

156

(1)

The Internet

157

(1)

People are resources too!

158

(1)

Other resources

159

(1)

Embassies and institutes

159

(1)

Clubs and associations

159

(1)

Libraries

159

(1)

Summary of key points

160

(1)

8 Using ICT to support your language learning

161

(24)

Lesley Shield, Klaus-Dieter Rossade, Fernando Roseli-Aguilar and Tita Reaven

Types of ICT to support language learning

161

(1)

Using electronic resources in your studies

162

(10)

Computer Assisted Language Learning (CALL) materials

162

(1)

Advantages and disadvantages of CALL materials

163

(2)

The Web

165

(1)

What sorts of resources are available on the Web for language learners?

165

(1)

Finding materials and resources on the Web

166

(3)

Evaluating Web materials and resources

169

(1)

Publishing your own material on the Web

170

(1)

E-books

170

(1)

Electronic dictionaries and grammars

171

(1)

Concordancers

172

(1)

Using productivity tools in your studies

172

(5)

Word-processing

173

(2)

Presentation tools

175

(1)

Spreadsheets, databases and referencing tools

176

(1)

Using CMC in your studies

177

(7)

Types of CMC

177

(2)

Communicating in text

179

(1)

Audiographic conferencing

180

(3)

Instant messaging

183

(1)

Summary of key points

184

(1)

9 Assessment

185

(29)

Concha Furnborough, Annette Duensing and Mike Truman

The purpose of assessment

185

(3)

Assessment for accreditation, to gain a qualification

186

(1)

Assessment to help you with your learning

187

(1)

Formative and summative assessment

187

(1)

How are you going to be assessed?

188

(8)

When will you be assessed?

188

(1)

Who will assess you?

188

(3)

What tasks constitute the assessment?

191

(5)

Doing an assignment

196

(5)

Preparing an assignment

196

(3)

Completing your assignment

199

(2)

Getting your assignment back

201

(5)

Making the most of marked assignments

201

(1)

Corrections and what they can tell you

201

(1)

How to work with corrected assignments

202

(1)

Using feedback to become a better language learner

203

(3)

Maintaining a positive attitude: coping with setbacks

206

(3)

Keeping positive: some solutions

207

(2)

Examinations: How can I make sure I do my best in an exam?

209

(3)

What makes an exam different from assignments?

209

(1)

Work throughout the year

209

(1)

Revision

210

(1)

Trial run

211

(1)

On the day

212

(1)

Summary of key points

212

(2)

10 Making the most of support

214

(14)

Annie Eardley and Cecilia Garrido

Making the most of support from your tutor or language adviser

214

(3)

The role of tutors and language advisers

214

(1)

Seeking and using support

215

(2)

Contacting your tutor

217

(1)

Making the most of support from your fellow students

217

(4)

Practising your oral skills

218

(1)

Mutual support and encouragement

219

(1)

Study buddies and groups

219

(2)

Making the most of support from friends and family

221

(1)

Making the most of support in the workplace

222

(1)

Benefits of languages in the workplace

222

(1)

Support from employer

222

(1)

Support from work colleagues

223

(1)

Support from careers advice services

223

(1)

Making the most of support from other speakers of the language

223

(3)

TANDEM learning

223

(1)

Local resident speakers of the language

224

(1)

Visiting the country

225

(1)

Putting your learning into practice

226

(1)

Summary of key points

227

(1)

Glossary

228

(4)

Index

232

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Success With Languages

Summary

Author Biography

Table of Contents

Supplemental Materials