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Teaching English
as a Second or
Foreign Language
FOURTH EDITION

MARIANNE CELCE-MURCIA
DONNA _M. BRINTON
MARGUERITE ANN SNOW
EDITORS

,-•~ HEINLE
I- CE NGAGE Learning·

Australia • Brazil • japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
DNATIONAL
GEOGRAPHIC
LEARNING
I'~.. # H EI N LE
, .. CENGAGELearning·

Teaching English as a Second or Foreign Copyright© 2014, 2001, 1991 National Geographic Learning, a part of
Language, 4th Edition Cengage Learning
Marianne Celce-Murcia
ALL RIGHTS RESERVED. No part of this work covered by the copyright
Donna M. Brinton
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Marguerite Ann Snow
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1 2 3 4 56 7 8 9 10 15 14 13 l2
Contents
Preface vii
Contributors X

UNIT I. Foundations of Methodology

Chapter I: An Overview of Language Teaching Methods and Approaches 2
Marianne Ce/ce-Murcia
Chapter 2: Communicative Language Teaching IS
Patricia A. Duff
Chapter 3: Principles of Instructed Second Language Learning 31
Rod Ellis
Chapter 4: Syllabus and Curriculum Design for Second Language Teaching 46
Kathleen Graves
Chapter 5: Teaching English in the Context ofWorld Englishes 63
Marianne Ce/ce-Murcia

UNIT II. Language Skills

Listening
Chapter 6: Second Language Listening Comprehension: Process 72
and Pedagogy
Christine C. M. Goh
Chapter 7: Dimensions of Academic Listening 90
john Flowerdew & Lindsay Miller
Speaking
Chapter 8: Second Language Speaking 106
Anne Lazaraton
Chapter 9: Fluency-Oriented Second Language Teaching 121
David Bohlke
Chapter I0: Teaching Pronunciation 136
janet Goodwin
Reading
Chapter I I: Teaching Second/Foreign Language Literacy to School-Age Learners 154
Anne M. Ediger
Chapter 12: Developing Engaged Second Language Readers 170
Neil j Anderson
Chapter 13: Teaching Reading for Academic Purposes 189
William Grabe & Fredricka L. Stoller

Contents iii
 Writing
Chapter 14: Practical Tasks for Mastering the Mechanics 208
of Writing and Going Just Beyond
Elite 0/shtain
Chapter 15: Considerations for Teaching Second Language Writing 222
Sara Cushing Weigle
Chapter 16: Grammar in Second Language Writing 238
jan Frodesen
Grammar and Vocabulary
Chapter 17: Teaching Grammar 256
Diane Larsen-Freeman
Chapter 18: Spoken Grammar 271
Michael McCarthy & Anne O'Keeffe
Chapter 19: Teaching and Learning Vocabulary for 288
Second Language Learners
Cheryl Boyd Zimmerman
Assessing the Language Skills
Chapter 20: Large-Scale Second Language Assessment 304
Antony john Kunnan & Kirby Grabowski
Chapter 21: Assessment in Second Language Classrooms 320
Anne Katz

UNIT III. Skills forTeachers

Chapter 22: Tools and Techniques of Effective Second/Foreign 340
Language Teaching
Donna M. Brinton
Chapter 23: Lesson Planning in Second/Foreign Language Teaching 362
Kitty B. Purgason
Chapter 24: English as a Second/Foreign Language Textbooks: 380
How to Choose Them-How to Use Them
Pat Byrd & Cynthia Schuemann
Chapter 25: Culture and Pragmatics in Language Teaching and Learning 394
Eli Hinkel
Chapter 26: Digital Technology in Language Teaching 409
Maggie Sokolik

UNIT IV. Integrated Approaches

Chapter 27: Teaching Language through Discourse 424
Marianne Celce-Murcia & Elite 0/shtain
Chapter 28: Content-Based and Immersion Models of Second/Foreign 438
Language Teaching
Marguerite Ann Snow

iv Contents
 Chapter 29: Task-Based Teaching and Learning 455
David Nunan
Chapter 30: English for Specific Purposes: International in Scope, 471
Specific in Purpose
Ann M. johns & Donna Price
Chapter 31: Literature as Content for Language Teaching 488
Sandra Lee McKay
Chapter 32: Approaches to School-Based Bilingual Education 501
Mary McGroarty & Shannon Fitzsimmons-Doolan

UNIT V. Focus on the Learner

Chapter 33: Motivation in Second Language Learning 518
Zoltcm Dornyei
Chapter 34: Language Learning Strategies and Styles 532
james E Purpura
Chapter 35: Teaching Young Learners in English as a Second/Foreign 550
Language Settings
joan Kang Shin
Chapter 36: Adult Learners in English as a Second/Foreign Language Settings 568
janet L. Eyring

UNIT VI. Focus on the Teacher

Chapter 37: Non-Native English-Speaking Teachers in the Profession 586
Ua D. Kamhi-Stein
Chapter 38: Classroom Research, Teacher Research, and 601
Action Research in Language Teaching
Kathleen M. Bailey
Chapter 39: Reflective Teaching: Principles and Practices 613
john M. Murphy
Chapter 40: Effective Professional Development for Language Teachers 630
joAnn ljodi) Crandall & Susan Finn Miller

References 649

Index 681

Contents v
 Credits
Chapter 3 Chapter 12
TEXT: 'Instructed Second Language Acquisition' by Rod Ellis. Copyrigh t© Figure I: Grabe, William; Stolle1~ Fredricka L. , Teaching and research-
by Rod Ellis. Reprinted by pe rmission of th e author. ing: Reading, 2nd edition, © 2012. Re printed by pe rmission of Pearson
Education , Inc., Upper Saddle River, NJ.
Chapter 4
figure 1: Sato, K. & Takahashi, K. (2008). Curriculum revitalization in a Figure 2: Grabe, William; Stoller, Fredricka L. , Teaching and research-
Japanese high sch ool: Teacher-teacher and teacher-university collaboration. ing: Reading, 2nd edition, © 2012. Re printed by permission of Pearson
In D. Hayes & J. Sharkey (Eds.), Revitalizing a curriculum for school-age Educatio n , Inc., Upper Saddle River, NJ.
leamers (pp. 20!'>-238) . Alexandria, VA: TESOL. Fig ure 3: Grabe, William; Stolle r, Fredricka L. , Teaching and research-
Figure 2: Agosti, C. (2006) . Seizing the Opporumity for Ch a nge: The ing: Reading , 2nd edition, © 2012. Re printed by permission of Pearson
Bw;iness Preparation Progam, a New Patln·vay to Cain Direct En try in to Education, Inc., Up per Saddle River, NJ.
:llacquarie L'ni,·ersity. In M.A. Snow & L. Kamhi-Stein (Eels.) , Developing a Fig ure 16: G ra be, William; Stoller, Fredric ka L. , Teachi ng and researc h-
n ew course for adult learne rs (pp. 99-122). Alexandria, VA: TESOL. ing: Readi ng, 2nd edition, © 201 2. Re printed by permission of Pearson
Figure 3: Sharkey, .f. & Cade, L. (2008). Livi ng things are interdependent: An Education, Inc. , Upper Saddle River, NJ
ecolo gical pe rspective on curriculum revita lization In D . Hayes &J. Sharkey Figure 17: Adapted from Day, R., & Bamfo rd,J. (1998) . Extensive reading in
(Eds.) , Revitalizing a curriculum for school-age learners (pp. 179-204). the second language. :-.Jew York, NY: Cambridge University Press.
Alexandria, VA: TESOL.
Chapter 21
figure 4: Adapted from Graves, K. (2006). Preface to P. McKay (Ed.) ,
Figure 5: Gott.lieb, M. , Katz, A., & Emst-Sia\it, G. (2(Xl9). Paper to practice:
Planning and teaching creatively within a required c urriculum for sch ool-
Using the TESOL English ·language proficie ncy standards in Pre K-12 class-
age learne rs (pp. v-vii). Alexandria, VA: TESOL
rooms. Alexandlia, VA: TESOL.
Chapter 6 Appe ndix B: Used with permission.
Figure 1: Teach in g and learning secon d language listening: metacogn i-
tion in actio n by Vandergrift, Larry; Goh, Christine Chu e n Meng. © 2012. Chapter 22
Re produced with permission of TAYLOR & FRA:-.ICIS GROUP LLC - figure 9: © jmo<,>r17/ iStockphoto
BOOKS in the format Textbo ok via Copyright Clearance Center.
Chapter 27
Appe ndix B: Teaching and learni ng second language listening: metacog- Fig ure 5: Snow, M.A.. & Kamhi-Stein {Eels.). (2006). Developing a n ew
nition in action by Vande rgrift, Larry; Co h , Christine Chue n ~1eng. © course for adul t learne rs. Alexandria, VA: TESOL
2012. Re produced with perm ission of TAYLOR & FRANCIS CROUP LLC ·
BOOKS in the format Textbook via Copyright Clearance Center. Figure 7: Lo priore, L. (2009). Content learning in English: Issues and pe r-
spectives. InK. Graves & !.. Lopriore (Eds.) , Developing a new curric ulum
Chapter 7 for sch ool-age learners (pp. 173- 196) . Alexandria, VA: TESOL.
Tahle 1: Va n dergrifi, L. (1997) . The compre he nsio n strategies of second
language (Fren ch) listeners: A descriptive study. Foreign Language Annals, Chapter 28
30(3), 387-409. !£)John Wiley & Sons. This material is re produced with per- Figure 6: Adapted from a task in Nunan, D. 1995. ATL<\S: Learning-
mission ofJohn Wiley & Sons, Inc. Centered Communication. Boston MA: Heinle & H einle. p. 97
Figure 1: Flowe rdew,John and Mille r, Lindsay (1995), Academic Listening,
Chapter 29
fig ure 6.1, page 86. Cambridge Universi ty Press. .
Figure 6: Based on Bitterlin, G., .Jo hnson , D., Price, D., Ramirez, S. , &
Figure 2: http:/ / e n .wikipedia.org/ wiki/File:Human_skcleton_front_e n .svg Savage, K. L. (2008a). Ventures stude nt book 1. New York, 1\'Y: © 2008,
Figure 3: http:/ / e n .wikipedia.org/ wiki/ File:Huma n_skdeton_fron t_e n .svg Cambridge U niversity Pre ss. Re printed \\rith pe rmissio n
Figure 8: Based on Bitterlin, G., Johnson , D., Price, D., Ramirez, S., &
Chapter 9
Savage, K. L. (2008a). Ventures student book l. New York, NY: © 2008.
Figu re 1: Tou c hstone level I stude nts book wi th Audio CD/ CD-ROM,
Cambridge U nin:rsity Press. Reprirue d \\rith pe rmission.
by Mich ael J. McCarthy, J eanne McCarten and Helen Sa ndiford. © 2005
Cambridge Unive rsity Press. Reprinted with pern1issio n . Chapter 32
Figure 2: From Collins/Maples, Time Zones I : Studrnl. Book, 1E. © 2010 Cengage Sho rt narrative ':Jo hn a nd Bobby": H eyer, Sandra, True sto ries in the news: A
Learning beginning read e r, 2nd edition, ©1996. Reprinted by permission of Pearson
Education, Inc., Upper Saddle Rive r, NJ.
f igm e 3: from frazier/ Frazier, Time Zones 2 with MultiROM, I E. © 2011
Cengage Learning T EXT: A Coral Red: Lahav, D., Barzel. S., & Shrire, S. (2003). Earth mat-
te rs: English outline series., p . 35. Tel Aviv, Israel: C..ente r for Educational
Figure 4: Four Corners Level 2 Students Book wi th ScJt:study CD-ROM,
Tech nology. © All righL' are reserved.
by J ack C. Richard s and David Boike . © 2005 Cambridge University Press.
Re printed with permission . Chapter 33
Chapter 10 Text: Purpura, james E; Pinkley, Dia n e, O n Target 1, Inte rmediate, 2nd edi-
Figure 1: Adapted from Teaching Pronunciatio n : A Course Book a nd tion, © 2000. Reprinted by permission of Pearson Education, Inc., Upper
Refe rence Course (2nd ed .) by M. Celce-Murcia, D. M. Brinton, & J. M. Saddle Rive1; NJ.
Goodwin, 20 10, p . 61. © 2010, Ca m bridge U nive rsity Press. Reprinted with Figure 1: Re becca O xford , Teaching & Researching: La ng uage Learning
the pe rmission o f Cambridge University Press. Su·a tegies, p . 24. Re printed with pe rmission from Pearson Education .
Figure 2: Adapted from Teaching Pronunciatio n : A Course Book and
Chapter 36
Refe re n ce Course (2nd ed .) by M. Celce-\1urcia, D. M. Brinton, & J. M.
Figure 4: © Amy Eckert/ Ge tty Images
Goodwin, 2010, p . 61. © 2010, Cambridge University Press. Reprinted with
the permission of Cambridge Uni\'ersity Press. Chapter 37
figure 3: Ada pted from Teaching Pronunciation: A Course Book a n d Figure 4: Paste rna k, M., & Rail r:y, K. M. (20CJ4). Pre paring n o nna tive and
Rele re n ce Course (2nd ed .) by M. Celce-Murcia, D. M. Brinton, & .J. M. native English-speaking teach e rs: Issues of professio nalism a nd proficiency.
Goodwin , 2010, p . 61. © 2010, Cambridge Unive rsi ty Press. Reprinted with In L. D. Kamhi-Stein (Ed .) , Lea rning and teaching fro m experience:
the p e rmissio n of Cambridge U niversi ty Press. Pe rspectives on non native English-speaking professionals (pp. 155- li5).
Ann Arbor, Ml: University of Michigan Press.
Figure 4: Adapted from Teaching Pronunciation: A Course Book and Refer-
e nce Course (2nd cd .) by M. Celce-Murcia, D. M. Brinton, & J :1<1. Goodwin , Chapter 38
2010, p. 61. © 2010, Camb1idge U n iversity Press. Re printed with the pe rmis- Figu re I : Sintagm a: Action Research by Van Lier, I .. (1994) from Sintagm a.
sio n of Cam bridge U nive rsity Press. 6, 31-37. Re printed with permission.
Preface
Introduction Organization of the Book
This is the fourth edition of Teaching English as a This edition covers all areas that are critical to
Second or Foreign Language, Cengage Learning's successful language instruction and is organized
comprehensive textbook for use in courses into six units:
designed to prepare teachers of English as a 1. Foundations of Methodology: an overview of
second language (ESL) or English as a foreign past and present teaching approaches and
language (EFL). Although designed primarily related research
as a textbook for a preservice teaching English 2. Language Skills: the treatment of and tech-
as a second/foreign language methods course, niques for teaching the four language skills
this volume is also a useful reference and guide (including pronunciation) plus grammar
for those who are already teaching ESL or EFL and vocabulary, along with guidance on how
without having had specific training and for to assess these skills through large-scale and
practicing teachers who received their training classroom-based assessment
some time ago and are looking to update their 3. Skills for Teachers: a close examination of
knowledge of the field. The field of Teaching skills that teachers need to be effective
English to Speakers of Other Languages is 4. Integrated Approaches: options for integrating
dynamic and constantly evolving, and the many the teaching of language skills with content
developments between 2001 (the publication 5. Focus on the Learner: information on language
date of the third edition of the text) and 2013 learners relevant to classroom instruction
have demonstrated the need for this new edi- 6. Focus on the Teacher: issues for the profes-
tion. The latest research findings are included sional development of language teachers
and integrated with time-tested features of
As editors, we have worked to produce an intro-
classroom practice.
duction to the field that is of sufficient depth and
breadth to be suitable for students with some
Purpose in Preparing the Text previous teaching experience yet straightforward
enough not to needlessly bewilder the novice.
Our purpose in preparing this fourth edition of
Teaching English as a Second or Foreign Language
(also known as the "Apple Book") remains the
Features
same as for the first (1979), second (1991), and Each chapter begins with key questions that pre-
third (2001) editions: to produce the best and view the content of the chapter. Next is an "experi-
most comprehensive introduction to the teach- ence," or example of how the topic at hand plays
ing of English to speakers of other languages. out in the classroom or in the life of an ESL/ EFL
Our conceptual approach has been to reflect the learner or teacher. This is followed by a section
most recent findings of current approaches to that defines the topic and introduces readers to
the teaching and learning of second languages, key concepts and terminology. These early sections
and to maintain a balance between theory and frame the chapter and are referred to when appro-
practice-that is, between providing necessary priate. Chapters continue with a discussion of con-
background information and relevant research, ceptual underpinnings (i.e., research and theory)
on the one hand, and offering many classroom followed by classroom applications. The body of
suggestions and resources for teachers, on the each chapter ends with a section on future trends,
other. a conclusion, and a bulleted summary. Following

Preface vii
the body of the chapter are discussion questions, Task-Based Teaching and Learning
suggested activities, and recommendations for (David Nunan)
further reading. These supplementary materials Motivation in Second Language Learning
suggest ways in which the chapters can be used in (Zoltan Dornyei)
methodology courses to stimulate critical thinking,
Teaching Young Learners in English as a
application of the material presented, and further
Second/Foreign Language Settings
exploration of the topic.
Qoan Kang Shin)
New to this Edition Many of these topics were suggested by users
of the third edition and by reviewers commis-
This new edition covers more topics and has more sioned by the publisher to provide feedback for
contributing authors than the previous ones: the fourth edition. This feedback guided our
II First edition (1979): 31 chapters, 27 contrib- decisions as we planned the new edition and
utors; led to revisions and expansion of the scope and
II Second edition (1991): 32 chapters, 36 con- content. In addition, the fourth edition has been
tributors; greatly enriched by the addition of a more inter-
II Third edition (200 1): 36 chapters, 40 con- national focus-both in terms of the diverse set-
tributors; tings in which the authors work and teach, and in
II Fourth edition (2013): 40 chapters, 46 con- the examples from second and foreign language
tributors. classrooms they used to illustrate their topics.
Twenty-three of the 36 authors who contributed
to the third edition have also contributed to this Ancillary Materials
volume (often-but not always-on the same
A new feature of this edition is the compan-
topic). Eighteen of the chapters appearing in ion website (http://www.NGL.Cengage.com/ tesfl),
this edition are revised and updated versions which accompanies this text. For each chap-
of chapters in the third edition, and in most ter, there is a list of Internet links with useful
cases, the revisions have been substantial. Twelve information to help the reader explore related
chapters have been completely rewritten by new research and teaching suggestions. There are
authors. The following 11 chapters are on topics also expanded biographical statements for all
that appear for the first time in this edition: the authors to supplement the list of contribu-
Principles of Instructed Second Language tors and their affiliations on pp. x-xi. Perhaps
Learning (Rod Ellis) the most important feature of the website is
Teaching English in the Context ofWorld the glossary, which defines the hundreds of key
Englishes (Marianne Celce-Murcia) terms introduced in the book. We have prepared
Fluency-Oriented Second Language this glossary as a tool to assist the reader.
Teaching (David Bohlke)
Developing Engaged Second Language Editors/Authors
Readers (Neil] Anderson)
This fourth edition benefits greatly from having
Spoken Grammar three co-editors: Donna Brinton and Ann Snow
(Michael McCarthy & Anne O'Keeffe) have joined with Marianne Celce-Murcia to bring
Assessment in Second Language Classrooms their expertise and knowledge of the field to the
(Anne Katz) task of compiling this edition. Marianne Celce-
Tools and Techniques of Effective Second/ Murcia is professor emerita of applied linguis-
Foreign Language Teaching tics at the University of California, Los Angeles
(Donna M. Brinton) (UCLA) and served as the editor of the previous
Teaching Language through Discourse three editions of this book. Donna .Brinton is
(Marianne Celce-Murcia & Elite Olshtain) a retired member of the TESL and applied

viii Preface
linguistics faculty at UCLA, and has also served and target student population may well change
on the faculty of the University of Southern after the completion of the methods course and
California' and Soka University of America; she the teacher education program. Finally, the book
brings extensive expertise as an author and can serve as a single, comprehensive reference
editor. Ann Snow is professor of education at for language methodology-just as it is useful to
California State University, Los Angeles; she has have a comprehensive dictionary or a compre-
significant experience as an author, researcher, hensive reference grammar.
series consultant, and editor. (See longer biog- We welcome comments and feedback on
raphies for all three editors on the companion this edition. In our role as teachers, we all have
website [http://www.NGL.Cengage.com/tesfl] .) much to learn from one another.

Suggestions on How to Acknowledgments

Use the Book Many colleagues, students, and friends have
Our goal in compiling this volume has been to been of invaluable assistance in the preparation
produce a comprehensive introduction to the of this volume. Our greatest debt is to all the col-
field-one that would serve both as a course text leagues who graciously accepted our invitation
and as a resource for the ESL/EFL teacher's pro- to write or rewrite chapters for this fourth edi-
fessional library. As a result, the book may contain tion. The breadth and depth of their expertise
too much material for a single methods course. make this collection truly unique.
Thus, we advise instructors using this volume as We are especially indebted to many people
a course text to be selective and to focus on the at National Geographic Learning/Cengage
chapters most relevant to preparing their students Learning who have supported the production of
as classroom teachers; alternatively, instructors may this edition. Thanks, first of all, to our editor Tom
consider dividing up the content of the text over Jefferies, who has shepherded this project from
two or more courses. Different instructors and dif- the initial planning to final production and who
ferent teacher-preparation programs emphasize has been extremely helpful and supportive. We are
different topics and organize courses differendy. also most grateful to our content project manager
This is understandable, and thus there is flexibility Andrea Bobotas and to our copy editor, Julie
in how instructors will choose to use the book. Nemer. Thanks also to those who have helped to
There are many options available for using prepare the authors' contracts (Vanessa Richards,
Teaching English as a Second or Foreign Language. David Spain, and Timothy Paquet), to obtain
Using it as a course text, instructors can tailor permissions (Julie Berggren, Kavitha Kuttikan,
the reading list to the anticipated needs of their Catherine Pare, Gabriel Feldstein, and Miranda
students, taking into account the length of the Paquet), and to ready the manuscript for produc-
course and its focus. In addition to simply assign- tion (Liza Ruano). We also thank Sarah Barnicle
ing chapters to be read, many instructors assign for her feedback on many chapters.
pairs or small groups of students to present and Finally, we have gready appreciated the
lead a discussion on individual chapters of their patience and encouragement of friends and fam-
choice. Instructors with access to a course man- ily throughout the lengthy preparation process.
agement system may also wish to have students We accept full responsibility for any errors or short-
respond to selected end-of-chapter discussion comings due to our actions or inactions as editors.
questions by posting their answers in the online
discussion forum section and also by responding Marianne Celce-Murcia, University of California,
to their peers' contributions. Any chapters that Los Angeles (emerita)
Donna M. Brinton, University of California,
are not covered in a course as a result of time con-
Los Angeles (retired)
straints will become useful reference materials for Marguerite Ann Snow, California State
the teacher in training, whose interests, needs, University, Los Angeles

Preface ix