Martin Keon | University of Bath (original) (raw)

Papers by Martin Keon

Beyond methods: Components of second language …, Jan 1, 1997

Communication strategies: Psycholinguistic and …, Jan 1, 1997

This book examines the topic of communication strategies, the ways in which people seek to expres... more This book examines the topic of communication strategies, the ways in which people seek to express themselves or understand what someone else is saying or writing. Typically, the term has referred to the strategies that non-native speakers use to address the linguistic and ...

Language Learning, Jan 1, 2005

Susan Gass, Department of Linguistics and Germanic, Slavic, Asian and African Languages; Alison M... more Susan Gass, Department of Linguistics and Germanic, Slavic, Asian and African Languages; Alison Mackey, Department of Linguistics; Lauren Ross-Feldman, Department of Linguistics. Funding for this project was provided by federal grants (nos. P229A990012 and ...

Applied Linguistics, Jan 1, 2005

Language Learning, Jan 1, 2002

This study examines the occurrence and use of recasts in adult native-speaker/nonnative-speaker i... more This study examines the occurrence and use of recasts in adult native-speaker/nonnative-speaker interactions in a nonclassroom setting. The study focuses on nativespeaker recasts in three types of negotiations: one-signal negotiated interactions, extended negotiated interactions , and nonnegotiated interactions, and on recasts in response to nonnative speaker levels of grammaticality (single vs. multiple errors) resulting from four conversation tasks. The results show that recasts occur in different patterns than those reported in earlier research, but that these recasts are nevertheless used at rates consistent with previous research. These findings raise questions concerning current criteria for determining the Susan M. Braidi, Department of Foreign Languages.

The handbook of second language …, Jan 1, 2003

The topic of the workshop from which this volume comes, "Individual Differences in Second Languag... more The topic of the workshop from which this volume comes, "Individual Differences in Second Language Learning," is timely and important for both practical and theoretical reasons. The practical reasons are obvious: While many people have some knowledge of a second or further language, there is enormous variability in how well they know these languages. Much of this variability is, of course, likely to be due to differences in the time spent studying or being immersed in the language, but even in similar learning environments learners differ greatly in how quickly they pick up a language and in their ultimate level of proficiency. For purposes of selecting and advising learners, and for identifying those who may require specific types of intervention, it would be extremely useful to be able to predict how quickly and how well an individual learner will acquire a new language and which type of instruction would suit them best. To offer such guidance we need suitable ways of assessing proficiency and we need tests that predict an individual's speed and learning success. During the workshop much of the discussion centered on these questions: how factors such as proficiency and language aptitude can be best defined and assessed; what assessable precursors of good second language learning might be; and how assessment tools can be developed, improved, and validated. These discussions are reflected in many of the articles in this volume (

Applied linguistics, Jan 1, 1996

This paper examines recent proposals for task-based approaches to instruction It reviews relevant... more This paper examines recent proposals for task-based approaches to instruction It reviews relevant research, before going on to examine a number of potential problems with task-based teaching, such as a potential focus away from form and towards lexis It renews recent developments in cognitive psychology which support a dual-mode perspective for language processing, and then proposes the goals of accuracy, complexity-restructuring, and fluency as the most relevant for task-based instruction In the final section, the paper proposes a framework for the implementation of task-based instruction which draws upon relevant theory and research, and which organizes the methods by which such instruction could be put into practice in such a way as to minimize problems, and maximize the probability that all three above goals can be achieved

Researching pedagogic tasks: Second language …, Jan 1, 2001

Language Teaching Research, Jan 1, 1997

... The most trenchant approach suggests that language teaching should be organized around the ta... more ... The most trenchant approach suggests that language teaching should be organized around the task as the unit in syllabus design (Prabhu, 1987; Long and Crookes, 1991). ... How can we analyse task properties in order to establish the usefulness of tasks? ...

Annual Review of Applied Linguistics, Jan 1, 2001

The study of L2 motivation has reached an exciting turning point in the 1990s, with a variety of ... more The study of L2 motivation has reached an exciting turning point in the 1990s, with a variety of new models and approaches proposed in the literature, resulting in what Gardner and Tremblay (1994) have called a 'motivational renaissance.'In this chapter I provide an overview of some of the current themes and research directions that I find particularly novel or forward-looking. The summary is divided into three sections: theoretical advances, new approaches in research methodology, and emerging new motivational themes. I argue ...

Journal of speech, …, Jan 1, 2001

Language teaching, Jan 1, 2003

This article is organised in five main sections. First, the sub-area of task-based instruction is... more This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research into tasks, covering the different perspectives (interactional, cognitive) which have been influential. Then a third section explores how performance on tasks has been measured, generally in terms of how complex the language used is, how accurate it is, and how fluent. There is also discussion of approaches to measuring interaction. A fourth section explores the pedagogic and interventionist dimension of the use of tasks. The article concludes with a survey of the various critiques of tasks that have been made in recent years.