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Department of English, University of Wisconsin-Madison
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R. F. Young. (2008). Language and interaction: An advanced resource book. New York & Abingdon, UK: Routledge. 'This book provides an excellent, comprehensive resource for teaching degree programmes in the fields of language, social interaction and human communication. The discussion is always extremely clear and there is a very broad coverage of relevant issues, approaches and methodologies. The discussion is complemented by a range of readings, data, exercises and tasks, making the book also very suitable for self-study.' – Paul Seedhouse, Newcastle University, UK |
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R. Young & A. W. He (Eds.). (1998). Talking and testing: Discourse approaches to the assessment of oral proficiency. Amsterdam/Philadelphia:John Benjamins Publishing Company. This book brings together a collection of current research on the assessment of oral proficiency in a second language. Fourteen chapters fcous on the use of the language proficiency interview to assess oral proficiency. The volume addresses the central issue of proficiency assessment: the ways in which the language proficiency interview is accomplished through discourse. |
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R. Young. (1991). Variation in interlanguage morphology. New York: Peter Lang. This major contribution to SLA theory examines the question of the systematicity of learners' language. Young proposes a new descriptive model for handling what other investigators had claimed to be random variation in performance and he tests the model on plural inflections in the spoken English interlanguage of Chinese learners. |
R. F. Young. (2007). Language learning and teaching as discursive practice. In Language learning and teaching as social inter-action, edited by Z. Hua, P. Seedhouse, W. Li, & V. Cook. Basingstoke, UK: Palgrave Macmillan.
R. F. Young & E. R. Miller. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal, 88(4), 519-535.
R. F. Young & J. Lee. (2004). Identifying units in interaction: Reactive tokens in Korean and English conversations. Journal of Sociolinguistics, 8(3), 380-407.
R. Young. (2003). Learning to talk the talk and walk the walk: Interactional competence in academic spoken English. North Eastern Illinois University Working Papers in Linguistic, 2, 26-44.
R. F. Young & H. T. Nguyen. (2002). Modes of meaning in high school science. Applied Linguistics, 23(3), 348-372.
R. F. Young. (2002). Discourse approaches to oral language assessment. Annual Review of Applied Linguistics, 22, 243-262.
R. Young. (1999). Sociolinguistic approaches to SLA. Annual Review of Applied Linguistics, 19, 105-132.
A. W. He & R. Young. (1998). Language proficiency interviews: A discourse approach. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 1-24). Amsterdam/Philadelphia: John Benjamins Publishing Company.
R. Young & G. B. Halleck. (1998). "Let them eat cake!" or how to avoid losing your head in cross-cultural conversations. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 355-382). Amsterdam/Philadelphia: John Benjamins Publishing Company.
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University of Wisconsin-Madison Phone: (608) 263-2679 |
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The Entextualization of Talk in Adobe PDF (.pdf) format
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This paper shows how in the discursive practice of assessment speaking ability becomes a cultural object that can be evaluated, criticized, and reproduced. |
Interactional Competence: Challenges for Validity in Adobe PDF (.pdf) format
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A discussion of the implications of the theory of interactional competence for the design and interpretation of language tests. |
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Click here to go to my Community of Science expertise profile
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Fall 2008 Courses at UW-Madison |
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English 333: Second Language Acquisition | |
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English 713: Topics in Applied Linguistics | |
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This page was last updated on August 22, 2008 .