ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1988.tb00987.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article explores the requirements for a general theory of second language learning that can account both for the fact that people can learn more than one language and for the generalizable individual differences that occur in such learning. Such a general theory will be able to explain and describe differences between second and foreign language learning, between learning for general and special purposes, between formal and informal learning, and between developing knowledge and skills. It will need to be precise and clear on the nature of the goals and outcomes of learning and to recognize the complexity of the concept of knowing a second language, which can vary almost without restriction in both kind and amount. The model must be integrated and interactive, to assume that all or many parts of it apply to any specific kind of learning and that there is close interaction among the various parts. The theory proposed allows for a formally valued eclecticism, provided by the use of a preference model. This article considers the formalization of such a model in an expert system and the more recent implications of the Parallel Distributed Processing model.

ISSN:0039-8322    

DOI:10.2307/3587285

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The study reported in this article examined the effects of gender and the perceived expertness of a speaker on the recall of orally presented material. A total of 45 advanced and 53 intermediate ESL subjects listened to an expository prose passage (536 words) concerning the Pennsylvania Dutch. The four treatment conditions were (a) presentation of the passage by a male speaker who was not introduced; (b) presentation by a female speaker who was not introduced; (c) presentation by an “expert” male speaker, preceded by a brief, fictitious introduction concerning the speaker's educational training and publications; and (d) presentation by an “expert” female speaker, preceded by a brief, fictitious introduction concerning the speaker's educational training and publications. The results indicated that the level of student proficiency and passage condition were significantly (p<.01) related to recall, with no interaction effects. Both advanced and intermediate subjects listened more attentively to the male speaker. Although the topic requires further exploration, the findings also indicated that the introduction (expertness factor) had the effect of neutralizing the gend

ISSN:0039-8322    

DOI:10.2307/3587286

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article focuses on three assumptions that have been made in recent work on second language acquisition about first language acquisition: Comprehension precedes production; children acquire language in a systematic, rule‐governed way; and the impetus behind first language acquisition is communicative need. Research on first language acquisition challenges these assumptions. Empirical evidence indicates that the relationship between comprehension and production is not unidirectional, that children's first steps toward acquisition are haphazard and piecemeal, and that children acquire at least some aspects of language simply “because it is there.” Links that have been posited between first and second language acquisition and inferences drawn from them should be reviewed in the light of this evi

ISSN:0039-8322    

DOI:10.2307/3587287

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Researchers and teachers in the fields of speech communication and second language acquisition have been concerned with the phenomenon of communication anxiety. Although the anxieties experienced by native speakers of a language differ somewhat from those experienced by nonnative speakers, we suggest that students' perceptions of their communication abilities and performances must be taken into account when dealing with the anxiety responses of both groups. This article proposes that a relational model of communication competence developed by Spitzberg and Cupach (1984) can be used as a foundation for understanding and working with students experiencing anxiety in using a second language. Specific exercises for helping students manage their perceptions of their communication are offered.

ISSN:0039-8322    

DOI:10.2307/3587288

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This study investigated the effects of three prereading activities (pictorial context, vocabulary preteaching, and prequestioning) and a control condition on the reading comprehension of 40 undergraduate Brazilian EFL students. In a Latin square design, all subjects read four different reading passages, each passage under one of the four conditions. Immediately after reading a passage, subjects answered an 8‐item open‐ended test and a 10‐item multiple‐choice test. Multivariate analysis of variance tests on the two measures revealed significant effects for prereading and passage. Further investigation through Tukey's HSD revealed that all three prereading activities produced significantly higher multiple‐choice scores than the control condition. Vocabulary preteaching resulted in increased comprehension compared with the control but was significantly less effective than the other two strategies. Results of the study are interpreted through a schema‐theoretic view of the read

ISSN:0039-8322    

DOI:10.2307/3587289

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

In this article we discuss the theory and practice of a “creative automatization” process by which learners can develop the automaticity component of fluency in second language production in a classroom setting. The techniques for this approach are designed to provide students with ample opportunities for repetition and practice within a wholly communicative context, without the shortcomings usually characteristic of pattern drills or other more traditional methods. Five specific design criteria are presented to help teachers in developing their own activities for promoting fluency within this framew

ISSN:0039-8322    

DOI:10.2307/3587290

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587291

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587292

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587293

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY