ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1983.tb00463.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Does second language instruction promote second language acquisition? Some studies conclude that instruction does not help (or even that it is counter‐productive); others find it beneficial. The picture becomes clearer if two distinctions are made. First, researchers may address one or both of two issues: the absolute effect of instruction, on the one hand, and its relative utility, on the other. Second, studies need to be subclassified according to whether or not the comparisons they make involve controlling for the total amount of instruction, exposure, or instruction plus exposure—that is, for the total opportunity to acquire the second language.Observing these distinctions, a review of research findings concludes that there is considerable (although not overwhelming) evidence that instruction is beneficial 1) for children as well as adults, 2) for beginning, intermediate, and advanced students, 3) on integrative as well as discrete‐point tests, and 4) in acquisition‐rich as well as acquisition‐poor environments. These findings have implications for theories of second language acquisition, such as Krashen's Monitor Theory, which make predictions about second language acquisition with and without instruction, and also for those involved in educational administration, program design, and classroom

ISSN:0039-8322    

DOI:10.2307/3586253

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Because of the growing numbers of foreign‐born technical professionals in American industry, the need for appropriate on‐site instruction in the English of Science and Technology (EST) is becoming urgent. However, what the working professional needs from a course in writing EST differs markedly from what the university student in a technical degree program needs. This article identifies the most important of these differences and their implications for course design and materials development. It also argues that recent research on the dynamics of reading technical English can be used to inform the teaching of the technical writing skills that non‐native speakers of English require in industry set

ISSN:0039-8322    

DOI:10.2307/3586254

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The interfactional patterns of eleven Spanish‐speaking preschool children enrolled in two different bilingual programs were observed over the course of one year. The programs were characterized by a majority of Spanish‐speaking children in the classrooms at one site and of English‐speaking children in the classrooms at the second preschool. Consistent with the linguistic composition of the classes, teaching staffs were generally found to use a predominance of Spanish or English respectively in their classrooms. For all classrooms, language choices of individual children were examined. In classrooms where English‐speaking children predominated, greater language proficiency was found to be more consistently related to the use of English with peers than with teachers. In classrooms where Spanish‐speaking students were prevalent, on the other hand, interactions with the teachers in English were more consistently related to greater English language proficiency. Implications for the teaching of young children in a dual language environment are

ISSN:0039-8322    

DOI:10.2307/3586255

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Unlike many features of English pronunciation, the pronunciation of the set of final consonant clusters exemplified by the wordstents: tense; bands: bans; acts: axe; andguests: guess(nasal, stop, or sibilant, with or without an additional stop, followed by /–s/ or /–z/) is not uniformly treated by dictionaries, phoneticians, and writers of ESL texts. These authorities recognize homophonous pronunciations to varying extents and give a variety of recommendations about pronunciation to ESL teachers and learners. But none of these treatments is adequate. Failure to recognize and teach homophonous pronunciations for these pairs of clusters is based on a longstanding but misguided allegiance to spelling pronunciations.There are, in fact, good reasons for treating the pairs of clusters as homophonous in ESL teaching. I discuss four grounds: linguistic observation, linguistic patterning, linguistic history, and linguistic and pedagogical simplicity. Finally, I claim that the patterns represented by homophonous pronunciations of the pairs should not only be recognized but should also be taught explicitly because doing so helps students to produce final suffixes and thereby to use more grammatical Engl

ISSN:0039-8322    

DOI:10.2307/3586256

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

An experiment was designed to investigate how different types of topic reinstatements affected second language learners' recognition and recall of sentence topics in lectures. The variant reinstatement structures tested were repetition of the noun topic, rhetorical questions, synonyms, conditional clauses, and simple noun reiteration. The research question was whether syntactic simplicity or elaboration and redundancy would be more effective in promoting retention of the topic. Findings indicated that the redundant repeated noun was significantly better recognized than the simple noun, and was better recalled than the conditional or synonym. Learners with relatively low English proficiency tended to have poorer recall ability on the syntactically more complex structures.

ISSN:0039-8322    

DOI:10.2307/3586257

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A functional ESL curriculum in the elementary school should provide children with the language functions and notions needed to study school subjects in English. For language minority children in the United States, a functional ESL curriculum must go beyond the threshold level of social communicative skills and provide instruction and development in the cognitive and academic language skills needed in the classroom.A language learning model based on cognitive developmental stages is discussed, and types of ESL learning activities corresponding to the different levels of the model are identified. Guidelines for developing an ESL curriculum that is congruent with the regular elementary school curriculum are proposed, and a process for setting up a scope and sequence of English language functions and skills in content areas is described. Finally, needs for further research in ESL curriculum development are suggested.

ISSN:0039-8322    

DOI:10.2307/3586258

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This report summarizes an evaluation of the ESL program in the Des Moines, Iowa, public schools. Five hundred seventy‐seven students in Grades 2 through 10 were included in the study. Background data such as age, place of birth, ethnic group, primary language, number of months in Des Moines schools, amount of ESL instruction per week, and reading ability in native language were gathered. At the same time, teachers rated the students on progress in learning English, and theBilingual Syntax Measure (BSM)was administered as a measure of oral English proficiency. Correlational analyses and multiple regression were used to examine the relationships of background variables and the learning of English. Results showed that length of time in Des Moines schools was the single best predictor of how well students performed on theBSM. An interaction effect was found between amount of English instruction and length of time in the district. The authors conclude that more instruction in English appeared to be beneficial during the first year of schooling but had diminishing effects during the second and third years. Implications for ESL programs involving Southeast Asian students are discusse

ISSN:0039-8322    

DOI:10.2307/3586259

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586260

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586261

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY