Note : papers directly relating to liguistics can be found in Thor's Technical Linguistics section.

Summary of Language Tangle - Predicting and Facilitating Outcomes in Language Education (doctoral dissertation 2007; 100,000+ words)

This material is extracted from a doctoral thesis, Language Tangle, submitted to the University of Newcastle, NSW. The excerpt contains an introduction, some organizing hypotheses, a summary of chapters and the final conclusions. The content made available here is provisional and subject to review. The thesis itself, which runs to several hundred pages, is still under examination and cannot yet appropriately be put into the public domain. All content remains strictly copyright to Thor May.

Fractional Language Learning; 5218 words; Asian EFL Journal Quarterly Vol. 9, No.4, December 2007; presentation : Global Congress English International Language Conference, Korea University, Seoul, May 26, 2007

Abstract : Many users of a second language, especially English, have little productive mastery of the language. Rather, some requirement in their life forces them to use limited subroutines (maybe quite small and formulaic) which are effectively encapsulated as special elements within L1.

This paper proposes that fractional language learning is a valid objective for large numbers of users, and briefly examines some of the contexts in which it has a pragmatic application. It notes that much fractional language learning occurs outside of formal educational environments, and then goes on to consider how both the classroom teaching and evaluation can be adapted to give proper recognition to student achievements on a fractional scale. The paper suggests that this kind of graduated recognition is in fact likely to enhance outcomes across the full spectrum of language teaching, and can be consciously incorporated into curriculum design.

A paradigm shift to teacher acceptance (and community acceptance) of fractional language learning has strong implications for assessment practices. Most current measures of language assessment offer little or no recognition to the achievements of learners in the pre-production phase of acquisition. Attempts at language use in this phase are routinely punished by existing assessment tools. Partly as a result of this discouragement, large numbers of students never progress to independent language production. Fractional language objectives are one remedy for this deep flaw in language teaching outcomes.

Corruption and Other Distortions as Variables in Language Education ; 9315 words; (pre-publication draft on this site); TESOL Law Journal, Vol.2 March 2008
Abstract : This paper examines some of the ways in which foreign language education has been affected by corrupt practices and various other distortions of best teaching practice. Particular attention is paid to South Korea. The nature of corruption and its social origins are identified. Pressures affecting students, teachers and institutions are all seen to play a part. It is noted that mass education is a simulation which leaves space for fraud, whereas actual live language performance is its own test. Perhaps as a consequence, the gradual insertion of a new language code like English into a speech community might succeed over the long term even where immediate educational practices suggest failure.

When Grammar Doesn't Help (an analysis of the role of grammar in language teaching), [ 6000 words; external publication pending; pre-publication draft on this site]

Abstract : This paper questions the role of grammar in language teaching and learning. Firstly it identifies the constituencies in academic language teaching, and their often conflicting notions of language programs. Several kinds of learners are discussed, with particular attention to the large group who are uncomfortable with any technical analysis, including formal grammars. Some conventional ideas about what a natural language grammar actually is are challenged. The consequences of a connectionist view of language processing are briefly explored. The power of collocation sets is identified as a key to language acquisition. Language is set in the broader cognitive context of memory processes and patterns of generalization. Pedagogical grammars are viewed as forced external generalizations with little organic presence in memory, but some suggestions are made about how to make use of them. Actual student language memory, as well as teacher self-insight into L1 are both contrasted with the idealized patterns assumed by academic language programs. Finally, the stubborn problem of average teacher behaviour is set against the real ways in which people appear to use grammars and learn languages.

Standing Room Only - Posture, Space and the Learning Process in ESL Classes, [ 4800 words; external publication pending; pre-publication draft on this site ]

Abstract : This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Rude Thoughts About Information Technology in Language Education [2005; 7,000 words]]

Abstract : Information Technology in language teaching probably began with papyrus. It has attracted admirers and detractors ever since. This paper takes a slightly irreverent look at current IT, as well as its actual and potential uses in foreign and second language education. The power of commerce in IT development has always been a prime motivator, so the analysis here recognizes the essential economic context, with the resulting effects on language learning.

South Korean Language Policy - A Letter to President Roh Moo-hyun [2003]

Evaluating Linguistic Difficulty  [guidance for teachers] 

This Is Your Problem, Friend, Not Mine:Towards A Cure For Formal Language Errors In Papua New Guinea (&   Elsewhere) 
[advice for teachers] 

Plain Speaking: Judging an Oratory Contest
 [advice for teachers & speech judges] 

Technical & Further Education in Australia: Is there a star to steer by? 

Apprentice Literacy: Designs for a Bonfire of the Vanities 
[with reference to CBT, self-paced learning] 

The National Reporting System: A Critique   [ref. CBT]

Observations on the AMES Certificate in Spoken and Written English

Assessment in the AMES Certificate in Spoken & Written English

Learning to be Australian

Other Materials

Lectures on Second Language Acquisition
[teacher training given by Thor to graduate students]
Powerpoint slides : These work in Internet Explorer, but maybe not in Firefox

Lectures on Grammar in EFL : 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, Burt & Kiparsky    (cycle 1: teacher training given by Thor to graduate students)
Powerpoint slides : These work in Internet Explorer, but maybe not in Firefox

Error types : 1, 2, 3, 4, 5, 6, 7, 8 => scans from the table of contents of The Gooficon by Marina K. Burt & Carol Kiparsky, Heinle & Heinle Publishers1998 [ sadly out of print; hence these scans - but try to obtain the book itself]

Lectures on Grammar in EFL (cycle 2: changed text book)
[teacher training given by Thor to graduate students]
Powerpoint slides : These work in Internet Explorer, but maybe not in Firefox

Links to Online Resources for Teachers

Thor's ESL Everything Index

The Barebones Index - EFL stuff from Korea & China

Thor's Other Stuff for learning English

When Is It Rude To Be Rude? [also Korean language version ]
   [politeness across cultures]

Technical English Consultancy Report
   [at Koba Tin, Indonesia, 1996]

<> Knowledge is an accident caught out of the corner of the eye.   

<> Knowledge is a pattern of leaves seen suddenly, the collision of two        chance remarks, the brush of a hand that plumbs all emotion.   

<> Knowledge is a swift observation in a twenty cent novel, a new taste of fruit, a dream that is strangely important, a chance that was never looked for.   

<> Knowledge is an insight that you can act  upon in body or mind.

Thor