摘要:

This article assumes that adult L2 learners cannot achieve the same degree of proficiency in their L2 that child L2 learners can. An information‐processing approach to this phenomenon is presented; the aspects of unitization, faulty or incomplete declarative knowledge, and limited working memory space are used to account for the deficiencies often found in adult learners' L2 competence. Once L1 procedural‐knowledge productions have become unitized, it is difficult to alter them. If an L2 production responds to the same cue as does an L1 production, interference from the L1 often occurs. Conscious effort is required to overcome these problems, as well as correct and complete declarative knowledge; however, in an actual communicative situation, conscious effort is focused most often on the semantics of the communication, rather than on the mechanical forms, and the strongest unitized (automatic) productions take over. Moreover, if the learner is able to focus on forms, he/she may not have all of the declarative‐knowledge of the L2 he or she needs or enough working memory space to manipulate all that is required. Justification for the application of a cognitive psychology model to L2 language learning is given. In addition, the information‐processing model is compared to a model that requires a totally separate language acquisition device to account for the same phe

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00164.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article is concerned with the ability of language learners toextrapolatefrom the word order in one type of phrase to that in another, namely from the order in the verb phrase (VP) to the orders in the prepositional (PP) and noun phrases (NP) and from the verb phrase order plus either the prepositional‐phrase order or the noun‐phrase order to the other phrase type. Such extrapolation relates both to the implicational universals of possible word orders in language described by Hawkins (1983) and to the head parameter of Government/Binding Theory (Chomsky, 1986a, 1986b, 1988). This article describes an experiment with eight Micro‐Artificial Languages (MALs) that tested the ability of 409 secondary‐school children to extrapolate in this way. The results showed that most learners (340) were highly consistent in ascribing word order and most (321) succeeded in learning the MALs. Four extrapolation strategies followed by the learners that are not covered by the syntactic analyses mentioned are preferences for (1) postpositions, whatever the VP order; (2) adjectives in the same position as objects in the VP; (3) prepositions the same side as adjectives in the NP and objects in the VP; and (4) adjectives before nouns if the VP order and the NP order are consistent. Further research is needed to see if such extrapolation strategies occur in real learning or if they are an artefact of the MAL a

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00165.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This paper reports on the results of a study in which adult second‐language learners' performance on phonological perception tasks was contrasted with their performance in articulatory production. The project was a continuation of earlier work in which the writer found no evidence for language‐learning deficits at the level of perception and notable asymmetry between phonological perception and articulatory production in L2. The objectives of the work discussed here were to take a closer look at some of the factors that might account for asymmetry and to see what implications our additional findings might have for the continuing debate about developmentally induced language‐learning disabil

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00166.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This study investigated the effect of foreign accent and speaking rate on native speaker comprehension. The speakers for the study were three native speakers of Chinese, with TSE (Test of Spoken English) comprehensibility scores of 180, 200, and 260, and one native speaker of American English. The speakers each read passages at three different speaking rates. The tape‐recorded passages were then presented to native speakers of American English who responded to them by taking a listening comprehension test and rating the speech samples. The results showed that the comprehension scores were significantly higher for the native passages than for the nonnative passages and significantly higher at the regular rate than at the fast rate for all speakers. It was also found that the increase in speaking rate from the regular to the fast rate resulted in a greater decrease in comprehension for the most heavily accented speaker than for the other speakers, indicating that speaking rate is more critical for the comprehension of heavily accented speech. In addition, the results suggested that prosodie deviance may affect comprehension more adversely than does segmentai devianc

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00167.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Book reviews in this article:Metacognition and Reading Comprehension, Ruth Garner

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00168.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00169.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY