摘要:

The inherent meaning of punctualness or durativeness found in many English verbs, can best be studied in the framework of Whorf's theory of Grammatical Categories. When co‐occurrence restrictions attributable to other features such as activity or nonactivity are set aside, it is clear that we must posit at least these two aspectual features, punctual and durative, to account for the way verbs and longer verbal expressions are used with time adverbs such as “already” and with the tense signs and auxiliaries. For example, punctual verbs in the present tense form express a future meaning after “hope” as in “I hope he says something”, whereas durative verbs refer to present time, as in “I hope he knows”. Comparable reactances are found after “wish”, “like”, and “would like”. Whether semantic or syntatic, these restrictions can be described in terms of either lexical features or covert categories, but not in

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00461.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Recent developments in theories of syntax and language learning have had a profound effect on the theoretical bases of pattern, habit, and interference which underlie the technique of pattern practice. Transformational grammar has shown the inadequacy of the concept of patterning in syntax and strict behaviorist theories of language learning have been shown to be unable to account for the acquisition of language by children. However, while the theories which describe many problems of second language learning are inadequate, the problems they were supposed to explain have not disappeared. Students of foreign languages still require intense oral practice of grammatical contrasts to overcome influences from native language structure. Pattern practice techniques were developed for this purpose and are no less effective as a result of revisions in theoretical matters.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00462.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

This paper reviews the methodologies of both experimental structure and data analysis of recent studies of child learning of English morphology, in particular, Jean Berko's work of 1958. It concentrates on the child s acquisition of English plurals, noting that possibilities for the refinement of these studies lie in subject‐sample selection and the control of subject aptitude and socio‐economic status. It points out that increased reliability can result from a reduction of the number of linguistic parameters selected for study, concomitant with an increase in the number of stimulus items in an instrument. The procedural difficulties of item sequence and subject misperception of stimuli are explored with the suggestion that subject repetition of the stimuli is a way of separating error of misperception from actual errors in plural formation. The Kernan and Bount study (1966) is regarded as derivative from Berko's work, and (it is noted) that their interpretation of results concerning plural formation performance of given final segments is statistically unfounded. This paper suggests that researchers must take more care to present all the data relevant to the statistical analysis from which the study's conclusions are drawn so that discussion is diverted from interpretation of the findings to the evidence its

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00463.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

One of the most difficult problems a student of English as a second language faces is the understanding of the functions and the usages of English prepositions. This is because English speakers, including teachers, are unable to offer any logical explanation, or clear conceptual framework for their occurrence or usage. While it is known that locative prepositions represent spatial or temporal relationships of objects in space, no fruitful study seems to have been made regarding these relationships, The most logical approach to the study of locative prepositions is to study how man perceives space and its properties. For the study of the relationships between the prepositions ‘at’, to, ‘on’ and ‘in’, the geometer's concepts of ‘point’, ‘line’, ‘surface’ and ‘solids’ are analyzed and applied. Further, a philosophical and mathematical logic, and a study of the nature of human perception, are presented in order to derive the psychological meanings which underlie these prepositions. The author concludes, after examination and analysis of various of their occurrences, that these prepositions are logically connected and their functions and meanings are comprehensible from the psycho‐physiologica

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00464.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The primacy of Linguistic Description in influencing language content and methodology of second language teaching has led to the failure to develop an adequate discipline of language teaching and learning. This failure manifests itself in inadequate criteria for the selection of language content and a misplaced emphasis on the acquisition of language content rather than language skills. Second language learning and teaching has been too preoccupied with language, not occupied enough with learning and teaching. The result is that while language teachers, materials writers and academics are eager to exploit the latest fashions in linguistic description they seem unconcerned that their pedagogy and learning theory is fifty or more years out of date. There is a need for language teachers to develop their discipline as independent of but related to the discipline of linguistics. Linguistics is one of the prime sources of raw material for language teaching but it is necessary for language teachers to develop processes of scrutiny of this raw material so that the raw material may be used functionally to facilitate the acquisition of language communication skills.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00465.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

It has long been accepted that children are able to master the sound patterns of a second language with much greater ease than adults. In fact, adults never seem capable of ridding themselves entirely of a “foreign accent”. There have been many attempts to account for this discrepancy in language learning between children and adults in terms of nurture, but, for the most part, these theories have proved inconsistent. It is proposed that it is the nature of the human brain, not its nurture, that is essentially involved here‐specifically, that the onset of cerebral dominance, which seems to occur around the age of twelve, inhibits the ability of a person to master the sound patterns of a second language without an impinging foreign a

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00466.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Many scholars view transformational grammar as an attempt to represent the structure of linguistic knowledge in the mind and seek to apply transformational descriptions of languages to the development of second language teaching materials. It will be claimed in this paper that it is a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for either second language pedagogy or a theory of language acquisition. One may well wish to describe the abstract or logical structure of a language by constructing a transformational grammar which generates the set of sentences identified with that language. However, this attempt should not be confused with an attempt to understand the cognitive structures and processes involved in knowing or using a language. It is a cognitive theory of language within the field of psycholinguistics rather than a theory of linguistic description which should underlie language teaching materials.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00467.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

A major difference between first and second language acquisition is in the degree of variation in the levels of proficiency attained by learners. Among the factors proposed to account for this variation are method, age, aptitude and attitude. In a typical language learning situation, there are a number of people whose attitude to each other can be significant: the learner, the teacher, the learner's peers and parents, and the speakers of the language. One of the most important attitudinal factors is the attitude of the learner to the language and to its speakers. Use of an instrument that compares a subject's attitude to speakers of his native language and to speakers of a foreign language made possible a consideration of the nature and influence of this attitude. The extent to which foreign students newly arrived at American universities showed a greater desire to be like speakers of English than like speakers of their own language was significantly correlated with their proficiency in English. It is clear that the social role of language cannot be overlooked in the development of a theory of second language acquisition.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00468.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

It is common knowledge to teachers of tone languages that the phonetic shapes of tones vary in different phonological environments. This paper, based upon a limited instrumental study of Thai, provides a technique by which a teacher can identify the environmental conditions under which confusion is likely to occur, Two separate methods of charting are illustrated. One shows individual tone variation, and the other shows the effect of a specified tonal environment on all five tones. Both kinds of charts are useful in teaching Thai tones.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00469.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

ENGLISH CONVERSATION PRACTICES, by Maxine Guin Phinney with Ruth Hok, Shirley Minkewitz, and Don L. F. Nilsen25 CENTURIES OF LANGUAGE TEACHING, by Louis G. Kelly.ENGLISH FOR SPEAKERS OF HEBREW, Intermediate Level, Stage one (LANGUAGE, Section I. Pp. 360; LANGUAGE, Section II. Pp. 420; READER. Pp. 242; TEACHER'S HANDBOOK. Pp. 158), by Ruth Aronson, Naomi Handelman, Alan Harris, and Elite Olshtain.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00470.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY