摘要:

An experimental study was conducted to investigate the effects of cognitive complexity upon the written production of learners of English as a second language (ESL). Sixty‐three intermediate ESL learners provided written responses to questions at high and low cognitive levels. Their performances at the two cognitive levels were rated for total number of words produced, syntactic complexity, and linguistic accuracy. It was found that a higher order of cognition increased both the amount and the order of syntactic complexity of written English responses. But across the two cognitive levels, the degree of inaccuracy remained stable. It was also found that an increase in cognitive complexity increased variability in terms of total amount of production and syntactic complexity but reduced the dispersion in error incidence. Comparisons between standard deviations and standard errors of estimate pointed to substantial inaccuracy of prediction if generalizations were to be made about ESL performance at a high cognitive level from a knowledge of performance at a low leve

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00580.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

There have been many changes in the way in which twentieth‐century researchers have perceived the relationship between theories of language and theories of language acquisition. In this review, we examine some of these changes in light of differences in expectations for the role of linguistic theories in describing what language learners acquire and explaining how they acquire it. We conclude that a theory of grammar will be a necessary component in our explanation of the L1 acquisition of formal properties of grammar, such as syntax, morphology and phonology, and may also be required to explain these aspects of L2 acquisition. Linguistic theories will play no role in other aspects of acquisition, equally important to our understanding of the overall acquisition process, and these must be accounted for in other way

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00581.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Based on the observation that some ESL learners appear to regress in performance during language learning when traditional test accuracy scores are used, another aspect of students' performance was investigated. Using a confidence‐rating scale, the self‐monitoring abilities of 67 intermediate ESL students enrolled in a University‐level pronunciation/listening course were assessed over a seven week period and compared with test accuracy scores. Results indicated three different groups of students. A lower level group, in terms of initial test accuracy scores, improved in their ability to choose correct answers on a test but their self‐monitoring ability did not improve. A middle‐level group actually regressed in their ability to choose correct answers on a test but significantly improved in self‐monitoring ability. The higher‐level group showed only minor improvement in both ability to choose correct answers and in self‐monitoring. The pedagogical implications of these findings in terms of language acquisition, teacher attitudes, and testin

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00582.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Data collected on 33 ESL students working with computerized spelling and dictation lessons were used to infer three learning strategies: advance preparation, monitoring input, and monitoring output. Subjects' cognitive styles were measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, and Karp 1971) for field independence and the Matching Familiar Figures Test (Yando and Kagan 1968) for reflection/impulsivity. English proficiency was measured by the TOEFL. An analysis of amount of strategy use in a variety of situations revealed that all strategies were employed more frequently for the more complex dictation task than for the simple spelling task, and that only one strategy (monitoring input) was used more frequently by the low‐level students. Examining the correlates of strategy use indicated that advance preparation and monitoring output were significantly related to field independence, that advance preparation was significantly related to reflection/impulsivity, and that advance preparation and monitoring input were significant, negative predictors of performance on the TOEFL. This research concludes that learning strategies need to be considered in concert with cognitive style, and that computer collection of strategy data is a reliable method for examining strategies on different activities over a long period of tim

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00583.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Learning acts, which included conversation‐maintaining acts and language‐learning acts, were coded and compared in a group of native Spanish‐speaking children (n= 9) during individual tutoring sessions with a native English speaker. In each session, an 8 year‐old NS of English tutored one kindergartener for about twenty‐five minutes at an elementary school. Three kindergarteners had been rated high, three average and three low in overall achievement by their teachers. For each child, the total number of words and number of unique words were computed. In the nine tape recordings, the high group ranked ahead of the low group in the quantity and sophistication of their English, and the number of learning acts produced. The medium group resembled the high group more than the low group on most features. Each group had a characteristic pattern of learnin

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00584.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

My mind is always open to accept information about the language … I always concentrate because I have to learn … I just don't take it as it comes. I change it in my mind. There's always movem

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00585.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00586.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00587.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1987.tb00588.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY