摘要:

This is the seventh annual report of a longitudinal study of the progress of two different groups of children following an educational program designed to develop proficiency in a second language by using that language as the sole medium of instruction in the early elementary years and as the major medium of instruction in the later elementary years. The two groups were in grades seven and six respectively at the time of the present testing. In May 1973, they were tested for achievement in English‐language skills, mathematical abilities, French‐language skills, and cognitive development. When possible their progress was compared with that of appropriate French or English control groups; otherwise, their progress was measured using norms from standardized tests. On all measures, the children in bilingual classes showed that this form of education has had no detrimental effects upon their academic, linguistic, or cognitive development. Furthermore, we saw that the pupils could communicate effectively, using their second language, with French Canadian agemates on a new task of communication ski

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00501.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Presently, a number of proponents of an error analysis approach to the investigation of 2nd language learning argue that contrastive analysis (CA)aprioriis inadequate as an account of target language learning problems. They claim that the only tenable version of CA is anaposterioriapproach, i.e. CA in just those areas that have been proven by error analysis to be difficulties in production. This claim is disputed in a study involving the acquisition of English relative clauses by speakers of Persian, Arabic, Chinese, and Japanese. Theaposterioriapproach obscured the fact that the Chinese and Japanese learners have more difficulty with relative clauses and therefore avoid them, a fact predicted by theaprioriapproach.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00502.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Three questions were investigated: 1) Do Thai students have greater difficulty learning English prepositions of place and time or are prepositions equally difficult for all students learning English as a second language? 2) Are certain prepositions more difficult than others depending on the students’ first language? 3) Do contrastive analysis and error analysis predict the subjects’ performance on a test of English prepositions in the same manner? The prepositions investigated wereat, by, for, from, in, on, to, and θ.A diagnostic test with three parts was administered to 169 Ss: 40 Thai, 48 Japanese, 38 Spanish, and 43 Other. The analysis showed no significant difference in the groups on total scores; all four groups had difficulty with English prepositions. There were no items that were specifically Thai problems. Rather, their problems with prepositions were shared by all groups. A contrastive analysis via a “translation” task provided information on how English and Thai prepositions differ. The results showed that while English and Thai preposition systems contrast in many ways and predictions can be made based on these contrasts, error analysis was just as effective in showing problems Thai students have with English prep

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00503.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

In recent work on second language acquisition, reference has been made to the learner's second language “production grammar” and “perception grammar,” since decoding skills seem to be acquired before encoding skills. However, the postulation of two basically separate grammars for any language can pose problems. A model of speech perception and production is suggested here which attempts to account for different rates of acquisition of perceptual and productive skill in the second language, without assuming the existence of two separate second language grammars. In Neisser's model of speech perception, Stage One could correspond to a “perception grammar”; however, it cannot be strictly called a “grammar.” In Stage Two the second language grammar used in decoding the utterance is the same as that used in production of the second language utterance. The discrepancy between perception and production in second language acquisition can be accounted for by assuming the existence of a preliminary stage of speech perception, in which decoding is not based upon syntactic rules, but upon a feature analysis and hypothesis formation. Some principles which may be used in analyzing the utterance in this preliminary stage are discussed and related to some research findings in second langu

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00504.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

The Bilingual Syntax Measure (Burt, Dulay, and Hernandez 1973) was administered to 73 adult learners of English as a second language in order to investigate accuracy of usage for eight English functors. It was found that there is a highly consistent order of relative difficulty in the use of the functors across different language backgrounds, indicating that learners are experiencing intra‐language difficulties. Also, the adult results agreed with those obtained by Dulay and Burt (1973) for 5 to 8 year old children learning English as a second language, indicating that children and adults use common strategies and process linguistic data in fundamentally similar way

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00505.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

TheTest of English as a Foreign Language(TOEFL) was taken by 159 non‐native speakers of English in Tehran, Iran. They also took a cloze test and two dictations. The former was scored for both exact and contextually acceptable responses. A correlation of.94 between the two methods recommends the exact method for non‐native teachers of ESL and concurs with the result of a study by Stubbs and Tucker (1974). Cloze scores correlated with the combined dictations at.75. Cloze scored by either method was more highly correlated with the TOEFL total score (.79, acceptable word method;.78, exact word method) than was the combined dictation (.69). Confirming earlier research by Darnell (1968) and Oller and Conrad (1971), both cloze and dictation correlated better with the Listening Comprehension than with any other sub‐section of the TOEFL. This tends to confirm the suspicion tha the Listening Comprehension section, which is a highly integrative and pragmatic task, is more valid than other sections of the TOEFL. On the whole, Listening Comprehension, cloze, and dictation were more highly correlated with each other, and with the remaining part scores on the TOEFL than the latter were with each other. This last fact provides strong support for integrative testing proce

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00506.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

A new perspective is outlined on the creative construction process in second language acquisition. First, an attempt is made to use Brown's notions of semantic and linguistic complexity to account for differences between first and second language acquisition orders. Second, the notions “learning complexity” and “learning strategy” are clarified. Third, an alternative to rank order analyses of acquisition sequence is presented, along with some findings on L2 acquisition. Finally, the outline of a framework for research in second language acquisition is pr

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00507.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Samples of English speech were collected from fifteen adult native Spanish speakers and fifteen adult native Japanese speakers who were at an ‘intermediate’ proficiency level in English. An analysis of the data revealed recurring patterns of speech, or variants, in the subjects’ data. The distribution of these variants indicated that the subjects did not possess a coherent learner language and that individual learner idiolects existed which were composed of subsets of variants. The variants reflected common efforts on the part of the learners to simplify the target language either by shortening sentence structure, overgeneralizing verb morphology or omitting functors such as articles and auxiliaries. A universal process of simplification in language learning was postulated to account for the recurrence of the same variants in different learner idiolects. This study shows that any theory of second language acquisition must recognize that learners employ a simplification pr

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00508.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

In order to test the hypothesis that the second language learner possesses a series of structurally cohesive learner systems, speech samples of a five‐year‐old Japanese speaking learner of English were elicited over a 15 month period. Three types of “prefabricated routines” were analyzed in detail: (1) patterns using the copula, including all allomorphs ofbe; (2) the segmentdo youas employed in questions; (3) the segmenthow toas in embeddedhow‐questions. The analysis supported the contention that the subject was operating within a simple learner system involving prefabricated

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00509.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

It is argued here that childhood phonological errors systematically simplify the child's inventory of phonetic elements and strings. The argument is based upon a straightforward criterion of simplicity which is formalized in the following definition: if a phonological error reduces the total number of contrastive phonetic elements or strings which would otherwise occur in the child's speech, it can be said that the error is one of “simplification.” All of the well‐documented types of phonological errors in child speech are a result of simplific

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00510.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY