ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1983.tb00444.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The most recent research in composition has given us, important insights into the composing process. This research has revealed that composing is a non‐linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning.A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of discovering and creating meaning and the extent to which second language factors affect this process. The findings indicate that skilled ESL writers explore and clarify ideas and attend to language‐related concerns primarily after their ideas have been delineated.Since it is believed that the teaching of composition should be informed by and based upon what writing actually entails, an understanding of the composing process calls into question approaches that are prescriptive, formulaic, and overly concerned with correctness. Instead, it suggests the importance of instruction that gives students direct experiences with the composing process, that establishes a dynamic teaching/learning relationship between writers and their readers, and that enhances further linguistic development in the context of making and communicating mean

ISSN:0039-8322    

DOI:10.2307/3586647

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The following two articles were originally presented at the TESOL Research Committee's yearly session on the state of the art at the 16th Annual TESOL Convention in Honolulu in May, 1982. A third presentation at this session, on the role of instruction in second language learning, was given by Michael Long. Due to constraints on time, that article is not presented here and will appear in a future issue of theTESOL Quarterly.

ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1983.tb00446.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This overview of classroom‐centered research on language teaching and learning is a survey of themes, not of research findings. Beginning with the problems of definition and of research method, it then looks at the origins of such research in general educational and teacher‐training studies and in the failure of method research in the sixties. It then traces the development both of the concerns and of the research tools of classroom‐centered research on language teaching and learning. Finally, the development of a productive controversy over research methods is briefly described. Fundamental to the survey is the conception of classroom‐centered research as an approach to the study of language pedagogy that draws its unity from the belief that the classroom is the proper place to look first for insights and unders

ISSN:0039-8322    

DOI:10.2307/3586649

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The second language classroom has long been a center of research interest. In the last several years, attempts to examine the second language classroom—to clarify how the language classroom experience differs from what is available outside the classroom and how language classrooms differ among themselves—have been increasingly guided by a shared set of goals and premises.Classroom process researchis based on the priority of direct observation of second language classroom activity and is directed primarily at identifying the numerous factors which shape the second language instructional experience. The result has been a marked departure from earlier research on the nature and effects of classroom instruction in a second language.Selected studies in three areas are reviewed: the linguistic environment of second language instruction, patterns of participation in the language classroom, and error treatment. Also reviewed are recent applications of introspective (mentalistic) research to the problem of describing the second language classroom experie

ISSN:0039-8322    

DOI:10.2307/3586650

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This article outlines three dimensions in the teaching of listening comprehension. Inapproach, it discusses the nature of spoken discourse and offers a theory of listening comprehension that takes into account the processes that listeners make use of. Indesign, it analyzes learners' listening needs, proposes a taxonomy of micro‐skills, and establishes objectives for teaching these skills. And finally, inprocedure, it presents classroom activities and exercise types that can be used to attain these objective

ISSN:0039-8322    

DOI:10.2307/3586651

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Previous studies that have examined the relationship between personality factors and second language acquisition have yielded contradictory findings. However, when these studies are divided according to whether they examinednatural communication languageas compared withformal tested language, it becomes clear that certain personal characteristics are consistently related to successful language learning. The present study examines seven such characteristics in connection with success at acquiring certain communicative language skills among thirteen Spanish‐speaking kindergartners who began the school year with almost no English. The question of motivation to be a part of the target language group and preference for English speakers as playmates and friends is also discussed on the basis of sociometric evidence. Contrary to previous conclusions (e. g., Wong‐Fillmore 1976), the faster learners did not seek to befriend or identify more with English speakers than did the slower learners. Faster learners, however, were more talkative, responsive, and gregarious than slower learners. Implications of these findings for teachers and researchers are discus

ISSN:0039-8322    

DOI:10.2307/3586652

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Recent research in psycholinguistics has suggested that experience with language in its communicative function is essential for learning to speak a second language. A suitable linguistic environment provides for the development of strategies for aural comprehension and for the acquisition of oral production. Such an environment is provided by immersion programs in Canada, whose successful second language learning results are well known. However, teaching techniques are not the same in all immersion classrooms. This article examines a teaching methodology based on activity‐centered learning, which is applicable to ESL or FSL classes as well as to immersion programs. Examples are given of activities which foster second language learning both in the classroom and on out‐of‐school excursions, together with the psycholinguistic principles on which they are based. The activities described are suitable for 11–12 year olds and may be adapted for younger or older l

ISSN:0039-8322    

DOI:10.2307/3586653

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Intuitions, particularly judgments of grammaticality, have played an important role in theoretical linguistics, but the nature of grammaticality judgments by second language learners has not received adequate attention. The present study is an investigation of the function of grammaticality judgments in second language acquisition. Two groups of learners of different proficiency levels were asked to give grammaticality judgments of sentences they had written and of sentences other students had written. The results were analyzed in terms of the subjects' ability to make the appropriate grammaticality judgments and to correct those sentences they had judged to be ungrammatical. The results indicate that with increased proficiency in English, learners move from an overall ability to make general assessments of grammaticality to an ability to identify and/or correct particular details. The results of this study are also discussed in terms of Bialystok's (1979, 1981) notion of implicit/explicit knowledge and the general function of metalinguistics awareness in second language acquisition.

ISSN:0039-8322    

DOI:10.2307/3586654

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586655

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY