摘要:

The transformational model provides the English teacher with an insightful way of looking at the language. Since, however, a transformational grammar is hypothetical and abstract and thus excludes factors that the teacher must confront in the classroom, the application of such analysis raises serious problems. The problems, however, are generally purely pedagogical, and are no reflection on the model; the onus is on the teacher to develop a methodology that will enable him to maximally exploit the resources of the theory. At times, however, the classroom problems bring into sharper focus aspects of linguistic behaviour that the linguist might have missed. This might justify a modification of the linguistic statement, provided it is corroborated by other purely linguistic evidence. Transformational grammar might also at times suggest refinements of pedagogical methodology, for example, the introduction of translation as a means of exploiting the common deep structure of languages. It also restores intellectual activity to a position of respectability in the classroom, thereby helping to make language teaching more humane.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00474.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The implications of three versions of the contrastive analysis hypothesis (CAH) are explored. The strong and weak forms are rejected in favor of a more moderate version which predicts the results of a spelling error analysis on the dictation section of the UCLA placement examination in English as a second language. Spelling errors of foreign students whose native language employed a Roman alphabet (Group H) were compared with spelling errors of foreign students whose native language used some non‐Roman system (Group NR). An analysis of covariance with non‐spelling errors as the covariate, and spelling errors as the dependent variable showed NR superior to R (p<.025) with a significantly smaller percentage of spelling errors. These results support a more moderate CAH which predicts that spelling errors are based on “interference” of similar patterns due to false generali

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00475.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

A contrastive analysis must proceed through four steps: description, selection, contrast, and prediction. Most analyses are weakened by insufficient care at one or more of these steps, each of which is beset with problems. A basis for making selections, a format for contrasts, and a means of relating contrast and prediction is suggested.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00476.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

In contrast to earlier studies which examined the acquisition of morphological inflections within a narrow age range, this study attempted to determine the age at which children achieve productive and comprehensional control of the morphological inflections of regular nouns and verbs. Two aspects of production were examined: (a) the ability to add an inflection to a nonsense word; and (b) the ability to delete an inflection from a nonsense word (and, in the case of verbs, to substitute other inflections). The two facets of comprehension studied were: (a) the ability to choose one of two supplied inflected nonsense words to fit a picture; and, (b) the ability to select one of two pictures to fit a supplied inflected nonsense word.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00477.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

An assessment is made here of the status of programmed instruction in the foreign language field. From available evidence, neither unbridled optimism nor gloomy pessimism is justified. On the contrary, the potential of the approach has barely been touched, and examples of successful development and use of programmed materials ought to encourage further efforts and act as an antidote to extremist views.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00478.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The ability to communicate in a language involves the unconscious application of the rules of the language while focusing conscious attention on the content of what is being said. In order to develop language ability to the skill level, some modern language teachers prefer mechanistic techniques; others advocate mentalistic procedures. Although programmed materials have generally followed Skinnerian principles, they can be prepared to correspond to cognitive interpretations of learning. Utilizing both types of programming would enable the teacher to provide for individual differences in learning preference and style. Viewing the skill development sequence in its entirety would enable the teacher to ascertain what particular advantages programmed learning has to offer as well as to determine at what stages it must be supported by additional classroom activities.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00479.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Scovel (1969) has suggested that three factors are universally true of all speech communities : (1) that all children are equally competent in the acquisition of second languages without a ‘foreign accent”; (2) that, while adults vary in the skill with which they acquire foreign languages, few adults ever rid themselves completely of foreign accents; (3) that adults can all recognize a foreign accent in their native language. Scovel has explained these factors by proposing that the ability to master the phonetic systems of second languages is lost with the completion of cerebral dominance. Some information in the literature suggests that factors (2) and (3) in particular may not operate in the same way in all human societies, and that lines of explanation alternative to the cerebral dominance theory may have to be considered, based on further research in societies where language and phonation do not have the same functions that they have in American English speech communit

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00480.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Problems in the production of Standard English in Guyana have their roots deep in the historical development of the people. The great admixture within the population—comprised largely of the descendants of former African slaves, former indentured Indian immigrants, citizens of the major European colonizing powers, and the indigenous Amerindians—has led to the incorporation into the Guyanese dialect of many non‐English loans and pronunciation variants, with social‐class and education contributing towards an extensive linguistic continuum. Additional problems derive from the fact that Guyanese Creole has a smaller range of possible consonant clusters than Standard English, uses as a verb any important word in the sentence, and has over two dozen forms of the personal pronoun; and all these factors militate against children of certain social‐class backgrounds in the educational system. Teachers of these children should resist the temptation to ridicule the children's language. They should make systematic analyses of the children's language, and compile accurate statistics of major variant speech forms, which should then be taken up one by one in the classroom to help the children gai

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00481.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Book Reviewed in this article:TESTING ENGLISH AS A SECOND LANGUAGE, by David P. HarrisSPANISH: CONTEMPORARY METHODOLOGY, by David M. Feldman and Walter D. Kline.WRITING THROUGH UNDERSTANDING, by Nancy Arapoff.FOREIGN LANGUAGE LEARNING: A PSYCHOLINGUISTIC ANALYSIS OF THE ISSUES, by Leon A. Jakobovits.READINGS IN APPLIED TRANSFORMATIONAL GRAMMAR, edited by Mark Lester.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00482.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00483.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY