1 Writing a Good MA Essay and DissertationDan Malt English Language and Applied Linguistics University of Birmingham
2 What problems can you see in these extracts?Teaching grammar might be one of the most controversial issues in language teaching. It is obvious that students cannot communicate with other foreigners in the real world from current traditional grammar teaching. In Language and Symbolic Systems, Yuen Ren Chao (1968, p.1) defines language as “a conventional system of habitual vocal behavior by which members of a community communicate with one another”. On the other hand, Robins (1985) states that language “is a symbol system based on pure arbitrary conventions” which can be altered “according to the needs of the speakers” (as cited in Syal, 2007, p.3).
3 Prior knowledge of the language and a considerable amount of language experience can be helpful when acquiring a second language. Consider, for instance, the case of Bill, a language learner whose first language is English and who is trying to learn different languages as he travels and goes to school at different universities. Bill appears in a study conducted by Grabe and Stoller (1997) to examine the effect of prior knowledge and constant practice on learning a new language. The research began with Bill planning to go to Brazil to learn Portuguese. Before traveling, Bill was able to study other romantic languages such as French and Spanish, and non-romantic languages such as Mandarin. Bill was unable to learn Spanish successfully because he’d never used it in practical situations. French, on the other hand, was successfully learned, but only in after a period of time. Bill has not used French since passing his university examination.
4 Adult learners are more likely to be motivated both intrinsically and extrinsically. Learning might provide better job security and make work promotion more likely, thus providing extrinsic motivation. Young language learners though, are generally motivated by parent and teacher expectation or to avoid punishment, i.e. extrinsic motivation (Cameron, 2001). The socio-educational model, based on social psychological theory, potentially offers the most pioneering perspectives in studies on motivation. It is empirically supported and universally applicable. According to Gardner (1982: 144), cultural beliefs are important factors that can affect individual differences, especially integrative motives, which are comprised of integrativeness, attitude and motivation, and language aptitude. This model does not explain all situations in second/foreign language learning, because individuals and language learning scenarios are complex by nature. The theory might satisfactorily explain the ESL context in Canada which Gardner himself examined, but the situation with other EFL contexts could be different because different aspects of motivation could be more prominent instead.
5 Motivation includes many factors such as worry, anxiety, and trust issues. Krashen writes about anxiety, motivation and self-confidence and he maintains that motivation is very important in certain situations especially when there is practical need for the language. (Krashen 39) Students cope in various ways and emotions could be a help or a hindrance to learning. Even when I studied Spanish for interested and the teaching was weak, I still was determined to learn. Self-confidence and motivation are important but they cannot solve a poorly organized classroom.
6 When examining literature on Task-Based learning, there are many definitions. For example, Breen (1987 cited in Willis and Willis 2007) stated there is a variety of strategies where the key is to aid language acquisition (see also David Nunun 1989). The issue of accent is increasingly becoming a moot point; the dominance of native speakers and the treatment of their accents and preferences as an ideal for learners to aspire to, is increasingly being questioned.
7 Through using TPR in my classes I can engage my students’ senses and stimulate a different part of the brain, or specifically right-brain learning. According to Asher, motor activity is a right brain function that should precede left-brain language processing (Brown H.D. 2007: 78). A philosophy of language use rather than a formal traditional approach “can give a learner: the confidence and willingness to have a go, even if their language resources are limited.” Willis & Willis (2007:2) It is also noted that “people not only learn language in order to make functional use of it but also by making functional use of it.” Van den Branden & Van Avermaet (1995 cited in Van den Branden 2006:6) “The traditional distinction between syllabus i.e. what is to be taught, and methodology i.e. how to teach is blurred in TBLT because the same unit of analysis (task) is used.” Long (1985 cited in Van Den Branden 2006:6) This also helps to foster language acquisition (Van Den Branden, 2006).
8 Introduction Show that you’ve understood the question and what you are being asked to do. State your objectives in the essay i.e. say what you are going to do. Indicate what you are going to argue. Outline how going to deal with the topic. Outline the structure of the essay.
9 Literature Review Demonstrate your familiarity with relevant sources.Evaluate and critique them when appropriate. An opportunity to set out and evaluate opposing views. Be clear about how the reading you cover is relevant to the essay topic.
10 Main Body Use the literature to inform your discussion.Engage head-on with all parts of the assignment brief. Articulate a coherent personal position while showing an awareness of competing positions. Use ideas from other authorities to support your own position, or to place own position in contrast. Where relevant give evidence for statements about pedagogic practice. Where appropriate use reasonably objective accounts of own professional experience to illustrate points. Be cautious (but not timid) in your assertions.
11 Conclusion Restate the purpose of the essay. Summarise your arguments.Reflect on the implications of what you’ve said. Possibly: limitations of your study; recommendations for future research and/or practical applications. Don’t include brand new information or recommendations not related to the essay.
12 References Use direct quotes very sparingly. Only quote when something is particularly important, concise and well written. Generally, don’t use quotes for findings, but more for ideas and inferences. Foreground the idea rather than the writer. Avoid secondary citations if possible. Follow the referencing criteria in the Student Handbook or Guide to Independent Study.
13 Elements of a Dissertation ProposalA provisional title A description of the area of study, and rationale for your choice Provisional research questions Possible research methodology and data sources A list of sources you know to be useful or which may be useful A rough schedule for the dissertation project
14 A good research question will beRelevant Feasible Substantial and (somewhat) original Clear Interesting