TESOLANZ JOURNAL


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Notes for Contributors

  1. The TESOLANZ Journal is a refereed journal and is published once a year. It welcomes manuscripts from those actively involved in any way in TESOL (Teaching English to Speakers of Other Languages). While the journal is primarily a forum for reporting investigations of ESOL research and practice in the New Zealand context, international contexts will be included if the subject matter has relevance to New Zealand professionals. Challenging and reflective perspectives of a discursive nature are also welcome. The Journal consists of: full-length articles (3000-5000 words) reviews of professional books, classroom texts, and other instructional materials (1000 words)
  2. Referencing conventions should follow that specified in the Publication Manual of the American Psychological Association. This publication is available in most university libraries. In the text, references should be cited using the author’s last name and date of publication. If quotations are cited, the reference should include page numbers (e.g. Brindley, 1989, pp.45-46). The reference list at the end of the article should be arranged in alphabetical order. The reference list should only include items specifically cited in the text.
  3. As far as possible, comments and references should be incorporated into the text but, where necessary, endnotes may be placed after the main body of the article, before the list of references, under the heading Notes.
  4. All graphics should be suitable for publication and need no change.
  5. It is understood that manuscripts submitted have not been previously published and are not under consideration for publication elsewhere.
  6. Enquiries and draft submissions should be sent by email to the editor Angela Joe . The preferred format is WORD.

  7. All submissions should be accompanied by a full mailing address, a telephone number, an email address and/or fax number.
  8. Submissions will be considered by the Editors and members of the Editorial Board.
  9. Those interested in submitting a book review should contact the Review Editor, Dr Rosemary Wette.
  10. The closing date for the submission of manuscripts is Monday 24 August 2015.

Special Edition: CLESOL 2014 Conference Proceedings

TESOLANZ Journal Vol 24 Special Ed 2016

Online archive of complete TESOLANZ Journals 2005-2013

For reference: The TESOLANZ Journal is published in Wellington by TESOLANZ Inc. ISSN 1172-9694

All are in .PDF format.

TESOLANZ Journal Vol.24 2016

ARTICLES

Negotiating friendship pathways to assist second language learning at school: Adolescent refugee migrant experiences in New Zealand........................................................................................................................1

Geraldine Anne McCarthy

New Zealand teacher cognition of pronunciation teaching: Survey results.................................................20

Graeme Couper

The technical vocabulary of Carpentry: Loads, lists and bearings..............................................................38

Averil Coxhead, Murielle Demecheleer & Emma McLaughlin

Using listening portfolios to promote agency in English language learners.................................................72

Martin Andrew

TESOLANZ Journal Vol. 21 2013

ARTICLES

Revisiting the idea of a National Languages Policy for New Zealand:
How relevant are the issues today?............................................................................................................................................................1

Sharon Harvey

Focus on form in the New Zealand ESL classroom ................................................................................... 14

Rosemary Erlam

Making connections between withdrawal and mainstream programmes for young

English language learners .......................................................................................................................... 30

Moira Newton & Maree Jeurissen

EAP writing instruction in New Zealand: Process-product blends and teachers'

priorities ...................................................................................................................................................... 41

Rosemary Wette

Critical points in the negotiation of understanding: A multimodal approach to job

interviews in the New Zealand context ....................................................................................................... 57

Ewa Kuśmierczyk

BOOK REVIEWS

Analyze anything: A guide to critical reading and writing ............................................................................. 78

Reviewed by Marilyn Lewis

Blended technologies in second language classrooms ............................................................................... 79

Reviewed by Patrick Coleman

Current developments in English for work and the workplace: Approaches, curricula

and materials. ............................................................................................................................................. 81

Reviewed by Laura Haseley

English for academic study: Writing course book.

Reviewed by Margaret Bade .................................................................................................................... 83

Discourse Analysis: An introduction

Reviewed by Karen Haines ....................................................................................................................... 85

TESOLANZ Journal Vol.20 2012

EDITORIAL..................................................................................................................................................................... i

ARTICLES

What does every ESOL teacher need to know?

Closing plenary address at the 2012 CLESOL conference in Palmerston North............................................1

Paul Nation

Emerging opportunities in new learning spaces: Teacher, learner and researcher perspectives .

..........................................................................................................................................................................................8

Cynthia White

Teaching pragmatics to lower-level learners ...................................................................................................... 22

Heather Denny, Jenny Healy & Flora Macdonald

Broadening career choices at secondary school: A case study of Korean born

New Zealand students ............................................................................................................................................... 42

Margaret Kitch

TED Talks, vocabulary, and listening for EAP ....................................................................................................... 55

A J Coxhead & R Walls

BOOK REVIEWS

1) Developing courses in English for specific purposes and 2) New directions in English for specific purposes research

Reviewed by Patrick Coleman ............................................................................................................................... 68

Doing action research in English language teaching: A guide for practitioners

Reviewed by Elaine W. Vine......................................................................................................................... 70

English as a lingua franca: A corpus-based analysis.

Reviewed by Joanna Smith.......................................................................................................................... 72

Exploring classroom discourse: Language in action.

Reviewed by Lynn Grant ............................................................................................................................ 74

Exploring English language teaching: Language in action

Reviewed by Rosemary Wette.................................................................................................................... 76

TESOLANZ Journal Vol.19 2011

EDITORIAL ................................................................................................................................................................... i

ARTICLES

Observation, practice and reflection: A collaborative self-study of teacher

development ...............................................................................................................................................1

Elaine W. Vine & Sarah Alve

Narrative re-evaluation and second language teacher development ......................................................... 15

Anne Feryok

Migrants into work: Interpreting workplace interactions .............................................................................. 28

T. Pascal Brown, David Cooke

Exploring specialised vocabulary in secondary schools: What difference might

subject, experience, year level, and school decile make? ............................................................................... 37

Averil Coxhead

BOOK REVIEWS

Planning and teaching creatively within a required curriculum for adult learners.................................. ..... 53

Reviewed by Kevin Roach

Oxford learner’s thesaurus: A dictionary of synonyms.. .............................................................................. 55

Reviewed by Lizzy Roe

What English language teachers need to know.. ........................................................................................... 57

Reviewed by Marilyn Lewis

Teacher training essentials: Workshops for professional development........................................................ 60

Reviewed by Clare Conway

First language use in second and foreign language learning.. ...................................................................... 62

Reviewed by Le Van Canh

TRIBUTE

Dorothy F. Brown ..................................................................................................................................................... 65

TESOLANZ Journal Vol.18 2010

EDITORIAL

ARTICLES

Plurilingualism, shedding skins and floating identities: Diversity in community

language narratives ..................................................................................................................................................... 1

Gary Barkhuizen

Completely different worlds? Writing in an EAP course and the transition to

mainstream study ..................................................................................................................................................... 15

Rosemary Wette, Sarah Lessels

Understanding context and improving communication: Mediating the worlds

of the practitioner and researcher ........................................................................................................................... 31

Rosemary Erlam

Improving the teaching of the pragmatic norms of conversation: A journey of

reflective teacher action research ........................................................................................................................... 40

Heather Denny

BOOK REVIEWS

Teaching Chinese, Japanese, and Korean heritage language students:

Curriculum needs, materials, and assessment ...................................................................................................... 54

Reviewed by Erina Brown

Teaching academic writing ...................................................................................................................................... 55

Reviewed by Lucy Campbell

Listening in the language classroom ..................................................................................................................... 57

Reviewed by Lizzy Roe

Real Grammar: A Corpus-Based Approach to English ...................................................................................... 59

TESOLANZ Journal Vol.17 2009

EDITORIAL

ARTICLES

A place for ‘intercultural’ communicative language teaching (Iclt) in New

Zealand ESOL classrooms?..................................................................................................................................... 1

Jonathon Newton

A narrative framework for comprehending information-based texts................................................................... 13

Moyra Sweetnam Evans

‘As’ and ‘so’: Contrasting patterns of use of high frequency multifunctional

words ............................................................................................................................................................................ 30

Elaine W Vine

“Who do you mean?” Investigating miscommunication in paired

interactions................................................................................................................................................................... 46

Jonathon Ryan & Roger Barnard

BOOK REVIEWS

Cambridge academic content dictionary. .............................................................................................................. 66

Reviewed by Lizzy Roe

The art of teaching speaking.................................................................................................................................... 65

K. Folse

Reviewed by Jonathan Newton

Learning languages through technology. .............................................................................................................. 68

E. Hanson-Smith & S. Rilling (Eds)

Reviewed by Clare Conway

Target score (2nd Ed): A communicative course for TOEIC Preparation.

Student book with test pack....................................................................................................................................... 70

C. Talcott & G. Tullis...............

Reviewed by Marian Hilder

TESOLANZ Journal Vol.16 2008

Editoria

lArticles


Evaluating the vocabulary load of written text.........................................................................................................1

Stuart Webb and Paul Nation

Classroom vocabulary learning cards: Observations and implementation of a classroom direct
vocabulary learning technique.................................................................................................................................11

Kieran A. File

The effect of a speed reading course in an English as a Second Language environment .........................23

John Macalister

Learning successfully in a target-language environment: Contributing factors............................................. 34

Carol Griffiths...........

TESSOL training and secondary content teachers: Incommensurable or in communication?................... 44

Anne Feryok and Gary Barkhuizen

Book Reviews............................................................................................................................................................ 54

TESOLANZ Journal Vol.15 2007

Editorial

Articles

Moderating assessment standards in Foundation Studies programmes ........................................................ 1

John Read and David Hirsch

Rational cloze tests as a placement measure for EAL learners..........................................................................16

Linda Todd and Peter Gu

New technologies in university lectures and tutorials: Opportunities and challenges for EAP programmes .................................................................................................................................................................30

Judy Hunter and Averil Coxhead

The state-of-the-art of self-access in New Zealand: Results of a SWOT analysis .........................................42

Noemí Lázaro and Hayo Reinders

Teaching English interculturally in New Zealand: Do we need a new methodological framework? ..... 59

Martin East, Francis Doogan and Maria Bjorning-Gyde

Meeting the needs of visiting in-service EFL teachers from China.................................................................. 71

Clare Conway and Heather Richards

Making requests appropriately in a second language: Does instruction help to develop

pragmatic proficiency? ............................................................................................................................................ 88

Nicky Riddiford

Book Reviews ......................................................................................................................................... 103

TESOLANZ Journal Vol.14 2006

Editorial

Articles

Learner attitudes towards authentic and specially prepared listening materials: A mixed message?.......1

Krystyna Kmiecik and Gary Barkhuizen

Speaking about film and learning about speaking: Teaching speaking through film study ........................16

Martin Andrew

Speaking English beyond the classroom: Identifying barriers and effecting change....................................32

Cathy Wright

Preparing EAL students for the interactional demands of mainstream group assessment projects.........47

Alice U and Pat Strauss

Secondary schools as gatekeepers: The role of ESOL students in placement decisions...........................60

Jenni Bedford and Margaret Kitchen

Teacher beliefs about power and control ............................................................................................................75

Rob Batstone

Book Reviews ..........................................................................................................................................................85

TESOLANZ Journal Vol.13 2005

Does a shared cultural background influence student initiated

interactions with teachers? .................................................................. 1

Maree Jeurissen

An investigation of discipline-specific university assessments: Implications for undergraduate EAP
curriculum design and writing ................................................................................................................................. 21

Elizabeth Turner

Making meaning in academic contexts. ............................................................................................................... 32

David Cooke

Some principles of good pedagogical practice for tertiary international students.................................. 43

Margaret Franken

Marking for process, self-reflection and autonomy: Designing item specifications for business writing.... 57

Martin Andrew

Sociocultural theory and the teaching of process writing: The scaffolding of learning
in a university context. ............................................................................................................................................. 76

Roger Barnard & Lucy Campbell

Complexity without integration. ............................................................................................................................. 89

Heather Meyer

Book Reviews......................................................................................................................................................... 100

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