Search

Your search keyword '"Morley, Joan"' showing total 27 results
Start Over Author "Morley, Joan"
27 results on '"Morley, Joan"'

1. Current Perspectives on Improving Aural Comprehension.

Author

Morley, Joan

Abstract

Discusses the importance of aural comprehension in English-as-a-Second-Language (ESL) learning, examining the history ESL aural-comprehension instruction; the importance of reviewing the status of aural-comprehension activities in ESL curriculum; and the importance of reviewing additional aspects of the program. Four aural-comprehension instructional models are presented for teachers to consider in reviewing their programs. (SM)

Published
1999

2. Papers in ESL. Selected Conference Papers of the Association of Teachers of English as a Second Language.

Author

National Association for Foreign Student Affairs, Washington, DC. and Morley, Joan

Abstract

This collection of papers on teaching English as a second language includes the following: (1) "Testing: A Case for Cooperation," by Paul A. Angelis; (2) "Developing a Learning Syllabus in ESL by Teacher Consensus," by Donald Byrd; (3) "Using Debate in ESOL," by Janet Constantinides and Mary Fry; (4) "Non-Verbal Films for Discussion," by Stephen Duffy; (5) "Testing Reading Comprehension in ESL: Background and Current State of the Art," by David Harris; (6) "Reading English as a Second Language," by Betty Wallace Robinett; (7) "Productivity in Intermediate and Advanced Levels of ESL," by Jacquelyn Schachter; and (8) "Training Teachers for the Role of Nonverbal Communication in the Classroom," by Harvey Taylor. (CFM)

Published
1976

3. Listening and Language Learning in ESL: Developing Self-Study Activities for Listening Comprehension Practice. Language in Education: Theory and Practice, No. 59.

Author

ERIC Clearinghouse on Languages and Linguistics, Washington, DC. and Morley, Joan

Abstract

An examination of materials development for independent study in listening comprehension of English as a second language (ESL) begins with an outline of current directions in second language instruction. The discussion that follows has two parts. The first is a review of some changing perspectives on the role of listening in language learning and teaching, including historical notes, the distinctions emerging in the field during the 1970's, and the 1980's' emerging focus on the importance of listening. Part two presents guidelines for developing materials and examples of special listening activities designed for a segment of a self-study aural comprehension curriculum. The materials are intended for adult and teenage ESL learners at elementary and intermediate levels, and are designed to focus intensive attention on selected listening tasks in two broad categories. One is functional listening and vocabulary building, with an emphasis on understanding message content and intent in building vocabulary. This category is further divided into notional/informational listening and situational/functional/informational listening. The second category of tasks is structural analysis listening, with an emphasis on analyzing sound patterns, spelling patterns, and some grammatical elements. This category is subdivided into discrimination-oriented listening practice and sound-spelling listening practice. A bibliography is included. (MSE)

Published
1984

4. Trippingly on the Tongue.

Author

Morley, Joan

Abstract

Discusses the importance of emphasizing speech and pronunciation in English-as-a-Second-Language classrooms. Examines factors driving the new movement in speech and pronunciation teaching, potential learner problems, first steps in program planning, setting realistic pronunciation goals, current directions in instructional focus, an approach paradigm for communicative pronunciation teaching, and questions and answers about teacher training. (SM)

Published
1998

5. Pronunciation Pedagogy and Theory: New Views, New Directions.

Author

Teachers of English to Speakers of Other Languages. and Morley, Joan

Abstract

This collection of essays on pronunciation theory and practice as it relates to second language instruction includes: "Pronunciation Assessment in the ESL/EFL Curriculum" (Janet Goodwin, Donna Brinton, Marianne Celce-Murcia); "Empowering Students with Predictive Skills" (Wayne B. Dickerson); "Intonation: A Navigation Guide for the Listener" (Judy B. Gilbert); "Some Perspectives on Accent: Range of Voice Quality Variation, the Periphery, and Focusing" (John H. Esling); "A Multidimensional Curriculum Design for Speech-Pronunciation Instruction" (Joan Morley); "Recent Research in L2 Phonology: Implications for Practice" (Martha C. Pennington); and "The Effects of Pronunciation Teaching" (George Yule, Doris Macdonald). (MSE)

Published
1994

8. Listening and Language Learning: Aspects of Theory and Practice.

Author

California Association of Teachers of English to Speakers of Other Languages. and Morley, Joan

Abstract

Four areas relating to listening and language learning are examined: current directions in second language instruction, listening instruction in second language programs, listening as a means to an end versus listening comprehension as an end in itself, and the influence of listening research on materials development for second language instruction. Listening is viewed not only as a critical component of language use but also as a skill that is neglected in the language classroom. The emphasis on teaching speech skills has led to the neglect of listening instruction. Only recently have instructional materials focused on listening with understanding as the end product. It appears now that researchers, theorists, and materials developers share similar concerns in second language learning and teaching. This convergence includes the emphasis on genuine language, a focus on content which conveys meaning, and the recognition of levels of learning that have different characteristics requiring different instructional formats. It is suggested that listening comprehension, formerly a neglected skill area, may well be the main area of focus in the second language profession during the 1980's. (RW)

Published
1983

9. Current Perspectives on Pronunciation. Practices Anchored in Theory.

Author

Teachers of English to Speakers of Other Languages. and Morley, Joan

Abstract

A collection of essays on pronunciation instruction theory and practice includes: "Teaching Pronunciation as Communication" (Marianne Celce-Murcia); "Learner Variables and Prepronunciation Considerations in Teaching Pronunciation" (Rita Wong); "Pronunciation and Listening Comprehension" (Judy B. Gilbert); "Pronunciation Tutorials for Nonnative Technical Professionals: A Program Description" (Sandra C. Browne, Thomas N. Huckin); "Linking and Deletion in Final Consonant Clusters" (Mary S. Temperley); "Phonetics and the Teaching of Pronunciation" (John C. Catford); and "The Pronunciation Monitor: L2 Acquisition Considerations and Pedagogical Priorities" (William W. Crawford). (MSE)

Published
1987

10. Active Participation/Purposeful Listening in the Language Laboratory: Aspects of Theory and Practice.

Author

Morley, Joan

Abstract

Perspectives on and methods in second language teaching have changed rapidly during the past 10 years. So also have the role and function of the language laboratory and the laboratory instructor. One area of concern, listening, has been somewhat neglected; generally it has been taught toward the end of increasing speaking proficiency. A review of instructional materials dating from 1902 through the audiolingual materials of the 1950's and 1960's supports the observation that listening has been taught, but as a means toward the acquisition of another skill. During the past 10 years, some listening research and materials development projects have been initiated. A review of these projects highlights conditions necessary for real comprehension to occur and for the skill to be acquired in the second language class. Some features of concern to theorists, materials developers, and teachers are: (1) the importance of extensive and focused listening; (2) attention to instructional formats tailored to different phases of learning; (3) focus on a content that conveys meaning, even in early stages; (4) emphasis on genuine language and interesting communication; (5) emphasis on problem-solving and active manipulation of information; (6) verification of comprehension; and (7) an emphasis on non-threatening learning procedures so as to insure maximal learning. (AMH)

Published
1980

11. EARNINGS

Author

Verdon, Hugh Morley; Joan

Subjects
General interest, News, opinion and commentary
Abstract

I.D. Systems Inc. Location: Hackensack Business: Developer and supplier of wireless-based vehicle tracking technology. Third quarter 2004/third quarter 2003 Revenue: $3.28 million/$1.74 million Earnings per share: 1 cent/loss of 5 [...]

Published
2004

12. N.J. BRIEFS

Author

Morley, Joan Verdon; Hugh

Subjects
General interest, News, opinion and commentary
Abstract

Toys-Amazon trial set for June, at earliest PATERSON - The Toys 'R' Us lawsuit against Amazon.com won't go to trial before June, under a timetable spelled out Monday by Superior [...]

Published
2004

13. Listening Comprehension Instructional Models: Matching Theory and Practice

Author

Morley, Joan and Morley, Joan

Abstract

Our field has come a long way in the last quarter century, and we have learned much about the cognitive and communicative processes of language learning. In particular, research has demonstrated the pivotal role played by learner participation in the interactive, input-output, listening-speaking communication "chain." It is now well documented that two language learning features establish the importance of well-instructed attention to aural comprehension.

Published
2001

26. Book notices.

Author

Morley, Joan

Subjects
TEACHING American English Pronunciation (Book)
Abstract

Reviews the book `Teaching American English Pronunciation,' by Peter Avery and Susan Ehrlich.

Published
1993

Catalog

Books, media, physical & digital resources
See catalog results