ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01352.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Recent investigations of metalinguistic input have focused on processes in which learners incorporate native speaker‐generated feedback; evidence of the influence of metalinguistic feedback, however, remains inconclusive. This study, based on conversational data, analyzes the incorporation patterns of 4 well‐educated but low‐proficiency Chinese immigrants to Spain and 4 high‐proficiency Chinese university students with extensive formal training in Spanish. Analyses revealed striking differences in the detection of ungrammatically and in negative feedback incorporation: Whereas the 4 university students evinced awareness of error and successfully incorporated native speakers' corrections, the 4 immigrants manifested little sensitivity to negative feedback, suggesting that their interlanguage systems were closed to further modification. Results indicate that the internalization of negative feedback may depend upon learners' metalingual rece

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01353.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article presents a replication of experiments by VanPatten and Cadierno (1993a, 1993b), which found that input practice is better than output practice for comprehension skills and no worse than output practice for production skills in a second language (Spanish). We argue that VanPatten and Cadierno's findings are at variance with predictions of skill acquisition theory, and that their results may be due to the specific second language structures used as well as to some imperfections in their research design. Our results with 82 first‐year Spanish as a second language students indicate that the relative effectiveness of production versus comprehension practice depends on the morphosyntactic complexity of the structure in question as well as on the delay between practice and testing. The findings basically reflect the predictions of skill acquisition theory that input practice is better for comprehension skills, and output practice for production skills, but these patterns are obscured when both testing time and the morphosyntactic nature of the structure in question favor one skill or the othe

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01354.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non‐English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reported using a wide variety of vocabulary learning strategies. In a multiple regression analysis, Self‐Initiation and Selective Attention, two metacognitive strategies, emerged as positive predictors of CETBAND2 scores. Contextual guessing, skillful use of dictionaries, note‐taking, paying attention to word formation, contextual encoding, and activation of newly learned words also positively correlated with the two test scores. However, visual repetition of new words was the strongest negative predictor of both vocabulary size and general proficiency. Furthermore, strategies aiming at vocabulary retention only related more to vocabulary size than to English proficiency. We identified 5 approaches to learning. These strategy combinations, rather than individual strategies, may have made the difference in these people's lea

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01355.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Forty‐five adult second language learners of English participated in this study, which investigated syntactically ambiguous sentences in which a prepositional phrase is interpreted as either an NP (noun phrase) attachment or VP (verb phrase) attachment (e.g., The cop saw the spy with binoculars). One group of 23 students performed comprehension tasks, first by listening to the sentences produced with no distinction in intonation favoring the NP or the VP interpretation, then by listening to the sentences produced with an intonation that favored the NP interpretation. A second group of 22 students performed comprehension tasks, first by reading the sentences with no preceding context, then by reading them preceded by a referential context. The students also did 2 sentence‐completion tasks, one manipulating “action verbs,” the other “psych and perception verbs,” to evaluate the verb‐based lexical biasing effect. Statistical analyses of the results showed lexical, syntactic, prosodic, and contextual constraints on processing of ambigu

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01356.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article presents a postmodernist critical analysis of the SLA theory building‐literature as primarily represented in the writings of Beretta, Crookes, Eubank, Gregg, Long, and to some extent Schumann. I argue that there is no foundational reason to grant privileged status to the modernist view of SLA theory these scholars espouse. Scientific theories are metaphorical constructs that are elevated to theoretical status because they are “taken seriously” by their developers. All of which argues against cutting off any would‐be SLA theory before it has the opportunity to be taken seriously (i.e., to

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01357.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb01358.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY