摘要:

In the ideal language program for advanced foreign students, the reading component will not be an adjunct to the teaching of oral skills (since reading may be the most important skill to master) but will instead concentrate on reading for its own sake, and will not attempt to teach the reading skill directly (since no one really knows what reading is or how readers do it) but will instead provide instruction in the critical skills required at each level of the reading process and plenty of practice in reading itself. The model reading program posited here subdivides into an intensive program, comprising in‐class instruction, and an extensive program, which is mainly outside reading. (Speed reading constitutes an exception to this rule.) The intensive program is designed to increase the student's mastery of the syntax and lexicon of written English, and to provide him with vital crosscultural information and a brief introduction to English rhetoric. One technique recommended for both the teaching and testing of advanced reading is cloze procedure, which draws on all of the critical skill

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00653.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

To determine whether second‐language learners encode vocabulary in memory by families of associated meanings and/or interrelated sounds (acoustic and semantic encoding clusters), and to ascertain the correlation between such encoding and language proficiency, 75 students were administered tests of STM vocabulary recognition and language proficiency. In experiment 1, 59 Ss were selected from 5 groups: 1 native speaker group and a group from each of the 4 proficiency levels for foreign students studying English as a second language. In a second study to cross‐validate the experiment, 16 native speakers and students of Persian as a second language were tested.Results indicated that second‐language learners do encode vocabulary into acoustic and semantic memory clusters; semantic and acoustic recognition errors were significantly more frequent than nonrelated errors (p<.01). Learners at a low‐proficiency level appeared to register vocabulary in memory more by sound similarities than by related meanings; high‐proficiency learners relied on associated meanings rather than sound similarities. Significant positive correlations (r= .612, .675) were found between proficiency and percentage of semantic errors. Significant negative correlations (r=−.573, −.675) were found between proficiency and the percentage of ac

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00654.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Interactive‐image mnemonics were used by college age men and women to learn the meanings of German words. One experimental treatment provided ready‐made interactive pictures and the other a procedure by which Ss could generate their own mental mnemonic pictures. The two control treatments included a repetition group and one which received no prescribed learning strategy. The two experimental groups remembered approximately twice as many words as either of the control groups, both on an immediate recall test and a delayed‐retention test two weeks later. Data from self‐reports suggested that over 75 per cent of the words which were remembered bySs across all treatment conditions (including the control groups) were learned by elaborative strategies. These results suggest that the use of elaborative devices, either spontaneously or by design, is a natural and effective way for Ss to approach this kind

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00655.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

In an attempt to establish systematic characteristics and patterning of the language variety used by foreign language teachers in talking to their students, an experiment was designed to isolate significant features of this linguistic register from the speech of eight native speakers of Czech addressing a group of Stanford students who were studying Czech as a foreign language. It was found that a Foreign Language Classroom Register is a linguistic subsystem that can be defined (1) by rules of linguistic simplification similar to those of the Foreigner Talk and Baby Talk Registers, and (2) by constraints imposed by the social setting, which is the norm of the standard language used in a classroom communication.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00656.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Thirty‐six children performed a Berko‐type morphophonemic taskin which ability to mark words for plural number, possession, and noun‐verb agreement with /s/, /z/, and /∂z/ inflections was assessed. Correlational analysis revealed substantial covariation in performance within morphemes and across inflections but not within inflections and across morphemes. This was interpreted as a failure to support the hypothesis that children's morphophonemic ability is governed by internalized phonologica

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00657.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Affective variables have not been adequately investigated in the study of second language acquisition. Imitation, egoism, and inhibition are three egocentric factors which have been treated only lightly in previous research. Three social variables, empathy, introversion/extroversion, and aggression, may be keys to understanding the social nature of second language learning. And the merging of cognition and affect in “cognitive styles,” which vary within and among individuals, might account for varying degrees of success in learning a second language. Widespread interdisciplinary research in the affective domain of the psychology of language acquisition could lead to the construction of a comprehensive theory of second language acquisition as well as more effective approaches to language teach

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00658.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Two research studies on child L2 acquisition were conducted sequentially over the last year. The first study used comparative error analysis to determine whether the actual L2 errors children make can be accounted for by “creative construction” or “habit formation.” The findings provided the impetus for the second study which compared the sequence of acquisition of certain grammatical morphemes in three different groups of children, using a cross‐sectional technique. The combined findings of the two studies suggest that, given a natural communication situation, children's innate ability to organize structure accounts in a major way for their acquisition of L2 syntax. Although we believe that an L2 teacher should continue to diagnose children's L2 speech, our findings suggest that we should leave the learning of syntax to the children and redirect our teaching efforts. Practical suggestions are offered to help create speech environments in the classroom that capitalize on the child's natural language learning

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00659.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00660.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Book Reviewed in this article:LANGUAGE, SOCIETY AND EDUCATION: A PROFILE OF BLACK ENGLISH, edited by Johanna S. DeStefano.LES DROITS LINGUISTIQUES DES FRANCO‐AMÉRICAINS AUX ÉTATS‐UNIS, by Heinz Kloss.USING ENGLISH: YOUR SECOND LANGUAGE, by Dorothy Danielson and Rebecca H

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00661.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1973.tb00662.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY