ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1988.tb00974.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Knowing a language involves three aspects: grammar and words, perspective taking (through the use of rhythm and intonation), and the manipulation of socially significant variation in the language to demarcate various socioculturally defined identities. Work in linguistics, until fairly recently, has overstressed the first of these, to the detriment of the latter two, which are often weakest in the case of second language acquisition. This article discusses the bearing this view of language has on second language development, particularly in relation to the often drawn contrast between acquisition/incidental learning, on the one hand, and overt learning/intentional learning, on the other. A discussion of implications for language teaching argues for the intimate relationship between language teaching and enculturation, a view that follows from serious consideration of perspective taking and the control of socially significant variation.

ISSN:0039-8322    

DOI:10.2307/3586934

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Although literature occupies a place in some advanced ESL courses, literary texts, which could permit us to achieve many important goals for a wide range of mature ESL students, remain largely neglected. After suggesting the variety of purposes that the use of literature in ESL can achieve, this article examines literature in terms of current ESL theory (discourse analysis, context and contextualization, schema theory, cross‐cultural awareness). This is done to explain not onlywhyliterature may be a more satisfying basis for ESL learning than more commonly used texts, but also what current theory suggests abouthowwe should exploit this form in the classroom in order to encourage interactive, communicative classes for mature learners at a variety of levels of proficiency. The article then presents an orderly, four‐step approach to any literary text, an approach that obliges students to take responsibility for building their own successively more complex schemata (i.e., levels of understanding), which allow them to explore a text on successively more demanding levels. The theoretical approach is illustrated with reference to Hemingway's short story “Soldier's

ISSN:0039-8322    

DOI:10.2307/3586935

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The lecture notes of 129 L1 and L2 students were examined in terms of five indexes for the content of notes: (a) the total number of words and notations, (b) the number of information units, (c) the number of test questions answerable from the notes, (d) the completeness of the notes, and (e) the efficiency of the notes. Three stepwise multiple regression analyses of the data were conducted to identify which of the indexes predicted achievement on the postlecture quiz covering lecture concepts and details for (a) the L1 note takers and the L2 note takers as a group, (b) the L1 note takers, and (c) the L2 note takers. Results suggest that L1/L2 note takers who scored high on the recognition measure compacted a large amount of the lecture material into propositional pieces of information and detected and recorded information that subsequently appeared on the postlecture quiz. Implications of the findings for pedagogy and note‐taking research are suggeste

ISSN:0039-8322    

DOI:10.2307/3586936

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Successful reading comprehension depends not only on readers' ability to access appropriate content and formal schemata. It also depends on their ability to monitor what they understand and to take appropriate strategic action. L2 reading research and pedagogy might fruitfully be expanded to explore how different kinds of L2 students can be helped to monitor their reading comprehension. Suggestions in this article include how to introduce students to the concept and language of routine monitoring and, from L1 training studies, how to teach specific monitoring and repair strategies to individuals with special reading problems (reciprocal teaching—Palincsar&Brown, 1984) and to larger, more “average” groups (a think‐aloud procedure—Bereiter&Bird, 1985). Our underlying knowledge about such monitoring behaviors might be viewed asstrategy schemata, which, in addition to schemata for content and form, influence how we understand what we read. Learning to articulate this knowledge is thought to enhance learning, at least in the classroom context. Applications to the many L2 contexts remain to be

ISSN:0039-8322    

DOI:10.2307/3586937

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Evidence for transfer of academic competence between Shona and English was examined to determine when instruction in L2 reading should begin for native Shona speakers. Third‐, fourth‐, and fifth‐grade children attending a rural Zimbabwean primary school participated in the study. The children, who were receiving reading instruction both in Shona and in English, were randomly assigned to take one off our vocabulary tests. The tests, designed to examine the transfer of academic competence, measured the effects of language (Shona or English), translation (original or translation), and grade level. Analysis of the data indicated that with the exception of the fifth graders, there was little evidence of transfer of language skills between languages. The results suggest that these children might benefit from a delay in the introduction of L2 reading. The data are consistent with Cummins's (1985) transfer threshold hypothesis and may explain the inefficiency of L2 reading instruction. However, since the data reported in this study are drawn from a single case of a single rural primary school, the conclusions must be regarded as tentative and subject to replic

ISSN:0039-8322    

DOI:10.2307/3586938

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Communicating in Context: Intercultural Communication skills for ESL Students

ISSN:0039-8322    

DOI:10.2307/3586939

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586940

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586941

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586942

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY