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TESL-EJ Vol. 2. No. 4 June 1997

Front Matter (FM)

From the Editor (FM-1)
Editorial Board (FM-3)
Call for Manuscripts (FM-4)
Book Review Policy (FM-6)
Books Received (with brief notes) (FM-6)
Media Received for Review (FM-15)


Listening to Lectures in L2; Taking Notes in L1 (A-1)

Shira Koren (16p)

Teaching Writing as a Process and Teaching Sentence-Level Syntax: Reformulation as ESL Composition Feedback (A-2)

Sharon Myers (16p)



Eric Burton and Lois Maharg, Going Places: Picture-Based English, Books 1 and 2 (R-1)
Reviewed by Cheol-Houn Lee

Susan M. Gass and Natalie Lefkowitz, Varieties of English (R-2)
Reviewed by Alfredo Marin

Mary S. Lawrence, Writing as a Thinking Process (R-3)
Reviewed by Robert Retherford

Mark Powell, Business Matters: The Business Course with a Lexical Approach (R-4)
Reviewed by Rebecca Long

Amy L. Tickle, Ecology and the Environment: A Look at Ecosystems of the World (R-5)
Reviewed by Sorel Friedman

Teacher Resource Books

JoAnn Crandall and Joy Kreeft Peyton (eds.), Approaches to Adult ESL Literacy Instruction (R-6)
Reviewed by Thomas Nixon

Jerry G. Gebhard, Teaching English as a Foreign or Second Language: A Teacher Self-Development and Methodology Guide (R-7)
Reviewed by Rita Silver

David J. Mendelsohn and Joan Rubin (eds.), A Guide for the Teaching of Second Language Listening (R-8)
Reviewed by Nicole Decure

Second Language Acquisition

Keith Johnson Language Teaching and Skill Learning (R-9)
Reviewed by Anita Pincas


John M. Henderson, Murray Singer, and Fernanda Ferreira, Reading and Language Processing (R-10)
Reviewed by Brett Berquist

Charles A. Weaver III, Suzanne Manne, and Charles Fletcher, Discourse Comprehension: Essays in Honor of Walter Kintsch (R-11)
Reviewed by Robert Retherford

Forum (F-1)

The Very Heart of English? On Culture, Language, and the Native Speaker's Head
Zsuzsanna Ardo
A response to "The very heart of English? On culture, language and the native speaker's head"
Tim Caudery
The Author's Response
Zsuzsanna Ardo

Media Reviews

Oregon Trail II (MR-1)
Reviewed by Stan Johnson

The Conference Watcher (CW)

Current Version direct from Roy Cochrun's web site.

Listings as of June 1997

On the Internet

Report from the Trenches (INT)
Jim Duber

Abstracts of Articles

Listening to Lectures in L2; Taking Notes in L1 (A-1)

Shira Koren (16p)

Auditing a course given in English by the law faculty of an Israeli university enabled the author to observe students listening to lectures in FL while taking notes in L1. The major questions which were raised were: a) Why did the students translate the lecture into Hebrew while taking their notes? b) What did they gain and lose by doing this? c) How good was their translation? d) Does their translation reflect comprehension of the lecture? A sample of their notes was collected, and three 'micro- level' difficulties were checked. It was found that a) the students translated because it was easier for them to remember the lecture that way; b) they probably gained improvement in listening comprehension and focus on main points but "lost" practice in reading comprehension and in writing; c) their translation was satisfactory; d) it reflected comprehension. Implications for EFL learning, particularly note-taking and translation, are discussed.
Keywords: EFL, note-taking, lectures, translation

Teaching Writing as a Process and Teaching Sentence-Level Syntax: Reformulation as ESL Composition Feedback (A-2)

Sharon Myers(16p>
Modern composition teaching has emerged primarily from observations of L1 freshman composition students, leading to a strong focus on writing 'process,' which does not address the need of ESL students for help with sentence-level syntax. Based on ESL students' documented preference for error correction (Leki, 1991) and the need for word usage and sentence grammar to become automatic, this article describes the rationale and procedures for using reformulation as composition feedback. These procedures are aimed at improving sentence level grammar. Survey responses of three sections (totaling 43 ESL students) of a one-semester university ESL composition class during which the procedures were used are also presented.

Keywords: writing, composition, feedback, ESL, process approach

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