User:JessiCadengo/literature

Reference
Berardo, A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix. 6, 2004, 60-69 from http://www.readingmatrix.com/articles/berardo/article.pdf

Chiya, S. (2003). ''The importance of learning styles and learning strategies in EFL teaching in Japan''. Unpublished manuscript. Susaki Technical High School. From http://www.kochinet.ed.jp/koukou/kenkyu/kaigaihaken/chiyafinal.pdf

Ellis, R. (2004). The study of second language acquisition. Input and interaction and second language acquisition (pp. 243-291). New York: Oxford University Press.

Hitotuzi, N. (2005). Teacher talking time in the EFL classroom. Profile issues in teachers’ professional development, 6, 2005, 97-106 from http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=169213801009

Mitchel, R. & Myles, F. (2004). Second language learning theories. Input in second language acquisition: Krashen’s “Input hypothesis” (pp. 164-166). Great Britain: Oxford University Press.

Mitchel, R. & Myles, F. (2004). Second language learning theories. Output in second language acquisition (pp. 174-176). Great Britain: Oxford University Press.

Rebecca, L. (2003). Language learning styles and strategies: An overview. Learning Styles & Strategies/Oxford (pp. 1-25). From http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Silver, R. & Kogut, G. (n.d.). Teacher talk, pedagogical talk and classroom activities: another look. Unpublished manuscript. From http://www.eras.org.sg/papers/2-3-11.pdf

TE Editor (2004). Using authentic materials. Retrieved from http://www.teachingenglish.org.uk/articles/using-authentic-materials

TE Editor (2007). Teacher talking time. Retrieved from http://www.teachingenglish.org.uk/articles/teacher-talking-time

Warren-Price, T. (2003). Action research investigating the amount of teacher talk in my classroom. Unpublished manuscript, The University of Birmingham. From http://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/languageteaching/Warren1.pdf

Xiao-yan, M. (2006). Teacher talk and EFL in university classrooms. Unpublished manuscript, School of Foreign Languages and Literature. From http://www.asian-efl-journal.com/thesis_Ma_Xiaou.pdf

Annotated Bibliographies
Hitotuzi, N. (2005). Teacher talking time in the EFL classroom. Profile issues in teachers’ professional development, 6, 2005, 97-106 from http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=169213801009

In this article Hitotizi makes reference to the amount of talk produced in the second or foreign language classroom (Henceforth, L2 classroom). He offers feedback on the teaching approach a teacher is having. The aim of this research is to support the hypothesis about teacher-centered and learner-centered approaches that can be applied in the second or foreign language classroom. The participants involved in this research are the teacher of a BA in Liberal Arts from the Federal University of Amazonas (UFAM) and his students. This article is useful because it illustrates me about the procedure to make a research. The conclusions are that even though the teacher talked most of the time, the lessons were centered on students. This article illuminates my way of conducting my paper because it is based on a real context which makes my ideas be clear.

Warren-Price, T. (2003). Action research investigating the amount of teacher talk in my classroom. Unpublished manuscript, The University of Birmingham. From http://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/languageteaching/Warren1.pdf

This action research conducted by Warren-Price has the purpose of being aware about the percentage of Teacher Talking Time in order to make changes on his explanations and instructions. The participants are thirteen 16-year-old girls in their fourth academic year of EFL from a Japanese private high school class. This research is useful for my topic because I would like to focus on Teacher Talking Time within the EFL classroom. The findings show that the teacher should be more prepared and to reduce explanations when students get familiarized with contents. Warren-Price makes reference of the importance that assessing oneself has, so I would like to focus on my problem that is my TTT.

TE Editor (2007). Teacher talking time. Retrieved from http://www.teachingenglish.org.uk/articles/teacher-talking-time

This information makes reference to EFL classes that have to be centered on the students. This article has the importance and strategies for reducing TTT and positive uses; for example that students just have a passive role within the classroom. I find this document useful because I could notice advantages and disadvantages within the ESL classroom and some strategies to make students talk more and to notice that they are getting the ideas. This document will not delimitate my own research because I would like to go beyond of giving strategies to reduce TTT and to talk about advantages and disadvantages.

Xiao-yan, M. (2006). Teacher talk and EFL in university classrooms. Unpublished manuscript, School of Foreign Languages and Literature. From http://www.asian-efl-journal.com/thesis_Ma_Xiaou.pdf

In this article Xiao-yan focuses on the impact that Teacher Talking Time has in EFL classrooms. He argues that the terms of students and foreign language learning have not been studied. The research methods are an investigation among the students and a case study for teachers. The participants are four teachers aged from 29 to 50 from Chongqing Normal University; they teach juniors and sophomores intensive reading respectively in Foreign Language School. Eighty students who were studying in the four subject teachers’ classes are also part of the research. This article is helpful for my research because the author talks about the impact of TTT on students’ learning and that is exactly what I would like to investigate deeply. The research just covers three aspects of TTT and some students: for instance it is difficult to know exactly what really happens in EFL classrooms. The conclusions are that teachers should provide more opportunities to communicate and optimal input. This work illuminates my topic because I want to talk about this, so this is a template about how I can organize my research.

Feedback

 * Word count 697 and you need approximately 2,500 word in total. Add your conclusion (250 words), introduction (250), and at least 10 references, alphabetized and the same references included in your annotated bibliography.  Work on your introduction, making sure that you state a problem in the first paragraph and that you include a thesis statement in your second paragraph that links to your problem.  The reasons section of your thesis statement will be your topics you cover in each of the three sections of your literature review.  Click here to see some helpful videos.  Link your conclusion to your thesis statement and summarize the main points that you've previously discussed. Remember not to include any new information in your conclusion. Also, discuss future implications and ideas for further research related to your topic.
 * Your first two headings look fine. Perhaps your third heading could say something like, "TTT contributes to SLA through a variety a ways". --Bnleez 11:43, 10 November 2011 (UTC)
 * Avoid words in all uppercase lettering, even headings. Also, you need at least 10 references (3-3-4) of each type: web pages, articles, and books. --Bnleez 13:14, 19 October 2011 (UTC)