摘要:

This study focuses on four issues concerning aspects of the validity of the Attitude/Motivation Test Battery. Data were obtained from 92 students of university‐level French. The first issue deals with whether the various subtests assess the attributes they are presumed to measure. A multitrait/multimethod analysis of three methods indicated that they did. The second issue focuses on the relationship of the subtests to higher order constructs. A factor analysis provided empirical support for the higher order constructs of Integrativeness, Attitudes Toward the Learning Situation, Language Anxiety, and Motivation. The third issue is concerned with whether the strategy used to measure affective variables influences their correlations with measures of achievement. The correlations obtained suggested that they did; moreover, some measures of achievement were less related to all affective measures than were others. The fourth issue directs attention to measures of integrative and instrumental orientation, their relationship to each other and to achievement. The results demonstrated more communality among integrative orientation items and measures than among instrumental orientation measures. Neither correlated that highly with achievement, but the correlations were slightly higher for measures of integrative orientatio

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00714.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This article examines some of the articulatory, theoretical, instrumental, and psycholinguistic evidence concerning the validity of the notion of ambisyllabicity in English. Applications of the concept, including the notion of syllables being “half‐closed” by ambisyllabic consonants, are then considered in TESL and in teaching foreign languages to native speakers of English as well as in studies of syllable structure transference between first and second languages. In addition to being an important aspect of correct pronunciation at the allophonic level, native‐like syllabification with ambisyllabic consonants is seen as a crucial element in imitating correct word‐stress, which in turn is required for native‐like rhythm and accent assignment in intonation patterns at the phrase level. Basic information on the variability of English syllabification and ambisyllabification is compared to popular misconceptions about English syllabification, as revealed in hyphenation practices and dictionary pronunciation guides. A set of rules are presented for obligatory and optional ambisyllabification along with suggestions for their use with ESL and English foreign langua

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00715.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This study investigated the alleged persistence of first language dominance for arithmetic operations in bilinguals. Thirty two Japanese‐English bilinguals aged 19‐58 years solved arithmetic problems presented auditorily. They were required to respond verbally in the language in which the problems were presented. The problems were presented only in one language in each experimental session so that the participants did not have to switch between two languages. The participants were divided into short‐term and long‐term residents according to their length of residence in the U.S. and self‐estimated percentage of English use per day. Reaction time data from the two groups were then analyzed. For the short‐term residents, a strong dominance for calculation in Japanese was found, but this dominance decreased with increasing length of residence in the U.S. and their extent of English use. For the long‐term residents, reaction times in English and Japanese were virtually identical. Possible explanations for first language dominance

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00716.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This article focuses on the contribution to vocabulary learning of the use of bilingual dictionaries during reading by 293 Japanese university students studying English as a foreign language. The results of the study show that students who used a dictionary scored significantly better on a vocabulary test than students who did not use a dictionary. However, evidence appeared for differential item functioning: Some items were harder for the group that used dictionaries. A possible explanation for this tendency is that students who were unable to locate the appropriate gloss in the dictionary were misled as to the meaning of the word. Moreover, students who used a dictionary read nearly half as quickly as the group that did not use dictionaries.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00717.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Book Reviewed in this article:Research Methods in Language Learning.David Nunan.Story As Vehicle: Teaching English to Young Children.Edie Garvie.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00718.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00719.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00720.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY