ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01240.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Previous research on L2 vocabulary learned by the keyword method has primarily involved the use of English keywords to learn the vocabulary of other languages. Our study used Spanish keywords to acquire English vocabulary. Sixty‐three fifth‐grade limited English proficiency students learned the definitions of 10 English words either by the keyword method or by control instructions emphasizing direct translation and memory. We administered cued‐recall and sentence‐completion tasks either immediately or after a 1‐week delay in a between‐subjects experimental design. Results showed that the keyword method produced superior recall and comprehension both immediately and after 1 week. Results further demonstrated that the keyword method is readily adaptable to actual ESL

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01241.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

We investigated how 465 readers with different backgrounds (differing L1, academic status, and amounts of writing instruction) evaluated 16 versions of Japanese university English as a foreign language (EFL) students’English compositions containing different culturally influenced rhetorical patterns (Japanese vs. American English) as well as two other features (coherence breaks and language use errors). Among other factors, including coherence and language use, culturally influenced rhetorical patterns affected assessment of EFL student writing on an analysis of effects topic. Overall, Japanese students who had not received English writing instruction preferred the Japanese rhetorical pattern, native English teachers favored the American rhetorical pattern, and Japanese students who had received English writing instruction and Japanese teachers valued features of both patterns. There were no significant differences between the two teacher groups in the overall assessment of the two rhetorical patterns, but Japanese English teachers, similar to Japanese students, gave significantly higher scores than native English teachers to the Japanese introduction. On a comparison/contrast topic, other discourse features, particularly paragraph level coherence problems, appeared to override rhetorical pattern in terms of influence on writing quality scores. The results suggest that a flexible approach to permissible rhetorical patterns and a greater emphasis on coherence may prove beneficial for EFL writing instructio

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01242.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Current evidence indicates that young bilingual children can use their languages differentially and appropriately in different language contexts at about two years of age. We examined whether there is an even earlier developmental stage when bilingual children do not use their languages in pragmatically differentiated ways. We recorded natural language samples from 4 French‐English bilingual children during free play sessions with their mothers and fathers, all of whom were native speakers of one of the languages and habitually used that language with their children. We observed the children 7 times between approximately 1;7 and 3;0 years of age. We analyzed 2 aspects of pragmatic differentiation: (a) use of French‐only and English‐only utterances and (b) use of translation equivalents. Analysis 1 indicated that none of the children showed differentiated and appropriate use of French and English during the initial recording sessions but that all did so in later sessions. Analysis 2 indicated a shift in their use of translation equivalents from generally inappropriate to generally appropriate; this shift coincided with the emergence of differential usage with both parents, as revealed in Analysis 1. Taken together, the analyses suggest a stage very early in development when bilingual children do not show pragmatic differentiation in languag

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01243.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

We explored 3 factors—similarity, dissimilarity, and markedness—as they relate to second language (L2) phonological acquisition. Previous studies have made claims about difficulty, order of acquisition, and ultimate achievement depending on L2 exposure but have often presented conflicting claims and results. This study incorporates similarity and dissimilarity into a hypothesis about rate of acquisition: The rate of acquisition for a dissimilar phenomenon is faster than for a similar phenomenon. Although not stated in the hypothesis, effects of markedness are accounted for: Degree of markedness, an intervening factor, can increase or decrease rate. The claims are strongly supported by analyses of two experiments investigating the acquisition of and of 10 adult Korean learners of English, as well as by reanalyses of data from previous studies. Although the evidence presented here deals exclusively with phonology, it should be possible to test the hypothesis for other linguistic phenom

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01244.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K–5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and perceptions of various constituents of this curricular innovation. Second, we investigated the language achievement of children in Grades K–5 for oral proficiency, vocabulary development, and social uses of language. During a 3‐year period, the children, regardless of age, made considerable progress in foreign language proficiency and developed positive attitudes toward language learning. Innovative language programs in the elementary school can move beyond their often marginalized status to become regularized features of the overall school curri

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01245.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

In this article I attempt to elucidate the psycholinguistic mechanics of Swain's “output hypothesis”. Taking the information processing approach as a starting point and relating that to Levelt's model of language production and Anderson's learning theory, I argue that output serves an important role in second language acquisition, in particular because it generates highly specific input the cognitive system needs to build up a coherent set of knowledge. Output also plays a direct role in enhancing fluency by turning declarative knowledge into procedural knowledge. Output can also play an indirect role in the acquisition of declarative knowledge by triggering input that the learner can use for the generation of new declarative knowledge. On the basis of an analysis of think‐aloud protocols, I hypothesize that the locus of the effect of output is in the transition of declarative to procedural know

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01246.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01247.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY