摘要:

The use of group work in classroom second language learning has long been supported by sound pedagogical arguments. Recently, however, a psycholinguistic rationale for group work has emerged from second language acquisition research on conversation between non‐native speakers, or interlanguage talk. Provided careful attention is paid to the structure of tasks students work on together, the negotiation work possible in group activity makes it an attractive alternative to the teacher‐led, “lockstep” mode and a viable classroom substitute for individual conversations with native s

ISSN:0039-8322    

DOI:10.2307/3586827

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Research on composing by native speakers of English has shown that the processes used by skilled writers can be described and taught in the classroom. Researchers have also examined the composing behaviors of unskilled writers to determine common features and to make recommendations for classroom teaching. While ESL composition research has pointed out the similarities between the processes of experienced L1 and L2 writers, less attention has been directed to unskilled L2 writers and how their composing processes differ from those of unskilled L1 writers. This article attempts to begin to fill that gap. It first examines, from a theoretical perspective, what we know about composing in a first and second language and what we need to know. It then describes a study in which unskilled ESL writers in a “developmental” college writing course wrote an essay in class. The findings from this study are then compared to those of some major studies of the composing process, and conclusions are drawn about the specific needs of unskilled ESL student writ

ISSN:0039-8322    

DOI:10.2307/3586828

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This article examines the importance of paralanguage (kinesics, proxemics, and paraverbal features) in communication. Gestures, facial expressions, interfactional synchrony, eye contact, use of space, touching, aspects of voice modification, and silence are shown to play a crucial role in human interaction and to be highly culture‐specific. The implications of this broad paradigm of communication are discussed with respect to language development, and it is suggested that paralanguage be included as a primary facet of communicative competence. Finally, the importance of awareness of paralanguage in the classroom is discussed, and a number of suggestions are made to facilitate students' acquisition of paralanguag

ISSN:0039-8322    

DOI:10.2307/3586829

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Research has shown that learner variables such as age, language background, field of study, and educational background have an impact on non‐native speakers' scores on language tests. However, does this impact reflect a natural advantage of one group over another, or is it indicative of test favoritism or test bias? This article looks at how the learner variables of age, sex, language background, high school graduation status, and length of stay in the United States affect performance on six language texts: two cloze tests, a reading test, a structure test, and two listening tests. A multiple regression approach to the problem, posed by analysis of variance, was taken to determine 1) the amount of variance accounted for by each of the learner variables on all tests combined and on each test individually and 2) the interaction of variables with test type. Such an interaction would be evidence of either test favoritism or test bias. It was found that age, language background, and high school graduation status accounted for small but significant amounts of variance on the tests. Furthermore, there was an interaction between the test and learner variables. Therefore, both test advantage and test favoritism/bias were foun

ISSN:0039-8322    

DOI:10.2307/3586830

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

What can a teacher say to help the student whose rendering ofcommunitysounds likecome‐moon‐ityand whoseridiculousrhymes withtickle us?One possibility is, “Go to a dictionary and look up the pronunciation of these words.” Another, more helpful possibility is, “Let me show you whereto use the Invisible Y in English,”The Invisible Y is the unwritten /y/ that is required incontinue, omitted inconstrue, optional incontinuity, and inissue, combines to make /s̆/ in American English speech but remains /sy/ in some British English speech. Its apparent erratic behavior is a point of frustration for ESL learners, for whom there is virtually no guidance. This article 1) shows that the learner's mistakes in this area ordinarily arise, not from a lack of articulatory skill, but from a lack of information about the system; 2) presents the simple rules governing the use of the Invisible Y, rules accessible to learners through standard orthography; and 3) discusses how standard orthography can be used as a pronunciation resource

ISSN:0039-8322    

DOI:10.2307/3586831

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This article describes an experimental oral communication course (OCC) offered at Passaic County Community College in Paterson, New Jersey, and reports the results of a pilot study to evaluate its initial success. The OCC was designed around weekly, structured field trips to sites where students typically need to communicate in English. Each field trip unit consisted of three related classes. In the class prior to a trip, students listened to tapes, practiced functional language, and decided on what information they wanted to obtain. The trip consisted of a tour of the site, followed by a discussion with a resource person. In the subsequent class, students evaluated the trip and reviewed the new language used and the information gained. Students taking the OCC were also enrolled in a required, grammar‐based ESL course. They were compared with a control group taking only the required course. In general, the area of greatest improvement of the OCC group, as compared with the control group, was grammatical accuracy. In addition, a significantly larger number of OCC students passed the component ESL course. Learners evaluated the OCC experience favorabl

ISSN:0039-8322    

DOI:10.2307/3586832

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

The study reported in this article attempted to evaluate the communicative effect on native speakers of a selected sample of grammatical and semantic errors in written English. Two types of measures were used: evaluation (intelligibility and naturalness judgments) and interpretation. The effects of error type (grammatical/semantic) and immediate linguistic context (in and out of context) on each of these measures were determined. An attempt was made to address some of the methodological weaknesses of the majority of such studies to date. Semantically deviant utterances were judged to be less intelligible and interpretable than were grammatically deviant utterances. Context did not influence native speakers' ability to interpret the writer's intent. Most important, there was no association between native speakers' judgments on the two measures of intelligibility and interpretation (comprehension). This result raises questions about the basis of intelligibility judgments, since they do not appear to reflect native speakers' actual comprehension of the meaning intended by the writer. Rather, they appear to indicate the extent to which native speakers think they understand the meaning of the deviant utterances. The implications of these results for classroom teaching and future research on communicative error evaluation are discussed.

ISSN:0039-8322    

DOI:10.2307/3586833

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586834

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586835

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586836

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY