摘要:

The field of second language learning is shown to encompass the study of interlanguage phenomena, which reflect the conditions under which language is learned and used. These include the processes of language transfer, transfer of training, strategies of learning, strategies of communication, and overgeneralization. Five different contexts for language learning are considered and the results of language learning in each context related to the social context for learning through the notion of interlanguage.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00081.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

A theory of language pedagogy, particularly with respect to the teaching of English to so‐called nonstandard speakers, must rely on the research contributions of linguistics, psycholinguistics, and sociolinguistics. But language pedagogy models of the past, perhaps relying too heavily on contributive disciplines, particularly descriptive contrastive analysis, tended to ignore the social (economic, racial, cultural) reality of the learner. New language programs with the professed purpose of improving communicative and academic competence must also draw on the individual's learning/communication strategies as a base for language instruction. Some of the strategies can be formalized for instructional purposes in a model‐Extending Language Action (ELA). ELA provides the framework for language instruction whichextendsthe learner'slanguageability through participation in social actions that place him in new and sometimes unexpected language producing situati

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00082.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

An experiment using dictation in foreign and native accents of English suggests that this is a fruitful device for the study of individual and group differences affecting mutual intelligibility. Prior listener‐experience with the voice of the speaker appears to be a prominent factor in intelligibility, indicating that accommodation to the speaker over time is a crucial variable, and that language teachers are apt to be the poorest judges of their students’ability to communicate with strangers. A combination of age, education, and ESL teaching experience seems to increase ability to comprehend unfamiliar speakers. Bilingual Spanish‐English listeners have an advantage in decoding Spanish‐accented English, while American Indians scored below ESL students in ability to decode a heavy Spanish accent. Neither clear nor noise‐contaminated tapes showed consistent superiority in maximizing discrimination among listen

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00083.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Contrasts in the simultaneous acquisition of two languages in bilingual children support the theory that languages share deep structures and that differences derive from language‐specific rules.Twelve bilingual children, age 6 to 8, participated in a study of the sequencing and rate of acquisitions for late‐developing syntactic structures. Comprehension tests examined linguistic competence over a wide range of structures. A statistical analysis provided the basis for interpreting the general pattern of acquisitions; case grammar gave the framework for the linguistic analysis.Empirical evidence points to a parallelism in the acquisition of shared structures. Differences reflect language contrasts. If one assumes that first and second‐language learning are qualitatively the same processes, the sequential order in which the bilingual child acquires the structures of his two languages may have significance for the adult learner of English and for the development of TESOL mate

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00084.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

From the viewpoint of syntactic error analysis, we look for children's second language (L2) learning strategies as manifested in their L2 speech. We discuss two conflicting hypotheses: 1) the contrastive analysis hypothesis which predicts that L2 goofs (errors) will result from first language (L1) interference, and 2) the L2 = L1 hypothesis which predicts that L2 goofs will be similar to L1 goofs and are not the result of negative transfer. We propose several theoretical assumptions that support the L2 = L1 hypothesis and that describe the process of L2 acquisition. Based on these assumptions, alternative explanations are offered for those goofs that seem to support the CA hypothesis. Thus, we propose language learning strategies that seem to account for all the available data on children's goofs.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00085.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

The “Matched Guise” technique was used to measure reactions of 120 black high school students towards taped voices of black persons when they speak Standard English (SE) and when they speak Black English (NNE). Subjects, speakers of NNE, listened to taped voices of bidialectal speakers, the two dialects of each speaker maximally separated on the tapes. Voices were rated on a semantic differential scale for 14 traits obtained from equivalentSs. Subjects revealed an overwhelming preference for the SE guise. Interactions of dialect with speaker sex and student sex are discussed. Three explanations considered are: a) influence of school test context, b) adequacy of traits, and c) thatSs may, indeed, accept values of the dominant culture regarding language standardizat

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00086.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Marathi‐speaking high school students were tested on English proficiency and the nature of their motivation for learning English. The results showed that they were instrumentally motivated to learn English and that instrumental motivation scores correlated significantly with English proficiency scores. They regarded the two communities, Marathi‐speakers and English‐speaking Indians, as their reference groups for different areas of their life, and saw themselves as based in their own cummunity but reaching out to modern ideas and life

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00087.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Teaching the use of the definite article to students of English as a second language is often difficult. Recent descriptions of English do not make the task any easier, for the major modern theoretical approaches to language description have not yet developed a means of adequately accounting for the referential complexities involved in the use of the definite article. American structural and, particularly, generative‐transformational approaches are examined and found to be inadequate. An alternative, non‐formal approach based upon the notion of a “conspiracy of uniqueness” is su

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00088.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00089.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Book Reviewed in this article:TEACHING ENGLISH LINGUISTICALLY: PRINCIPLES AND PRACTICES FOR HIGH SCHOOL, by Jean Malmstrom and Janice Lee.READINGS ON ENGLISH AS A SECOND LANGUAGE, by Kenneth Croft (ed.)THE DEVELOPMENT OF MODERN‐LANGUAGE SKILLS: THEORY TO PRACTICE, by Kenneth Chastai

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1972.tb00090.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY