摘要:

The study reported in this article examined the ability of adult immigrants to communicate in an interview situation as they were completing a 30‐week, 900‐hour second language program and then 6 months later. Foreign Service Institute (FSI)‐type interviews were carried out with two cohorts of learners of varying levels of ability. The first cohort was comprised of immigrants from Southeast Asia; the second included Poles and Latin Americans. Multivariate statistical comparisons of the FSI levels at the time of the first and second interviews showed significant gains for both cohorts. However, the two cohorts differed on the subtests which contributed to those gains. Progress by Cohort 1 was mainly attributable to vocabulary gains, while gains in vocabulary, grammar, and comprehension contributed significantly to the progress made by Cohort 2. Descriptive analyses of results for subjects who progressed, regressed, or remained stable over the 6‐month period showed a greater tendency to progress among lower level subjects than among more advanced s

ISSN:0039-8322    

DOI:10.2307/3586540

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

In this reexamination of the status of pronunciation in language teaching, the traditional phonemic‐based view of pronunciation is contrasted with a broader, discourse‐based view comprising segmental, voice‐setting, and prosodic features. A description of the nature and interaction of these three aspects of pronunciation serves to raise issues which are then reviewed in a survey of research on the acquisition of pronunciation. Central issues are the influence of the first language, the acquisition processes operative in L2 phonology, psychosocial and individual factors, and the role of instruction. A broader focus on pronunciation in the context of discourse is suggested as the emphasis of both second language acquisition research and second language teaching. From this perspective the effects of voice setting, stress and intonation, as well as coarticulatory phenomena, assume greater importance for teaching. Pronunciation should be taught as part of the means for creating both referential and interfactional meaning, and not merely as an aspect of the oral production of words and sent

ISSN:0039-8322    

DOI:10.2307/3586541

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

After presenting an overview of content‐area ESL and English for specific purposes (ESP), this article describes an experimental course in communication offered to nonnative English‐speaking pharmacy students at the University of Maryland and reports the results of an evaluation of the course. A combination of content‐ area ESL and ESP, the course, which met weekly for one semester, was team‐taught by a pharmacist specializing in communication for pharmacists and an ESL specialist. Speech functions deemed necessary for effective oral communication by pharmacists in their professional settings were used as an organizing principle for the syllabus, which also provided for instruction in relevant linguistic structures, for instruction in communication principles and techniques, and for much active student participation. Although better evaluation measures are needed, student evaluations and comparison of the results on pre‐and posttests of the Speaking Proficiency English Assessment Kit (Educational Testing Service, 1982a) suggest that the course was

ISSN:0039-8322    

DOI:10.2307/3586542

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Coherence in written text is a complex concept, involving a multitude of reader‐ and text‐based features. Perhaps because of this, we writing instructors and the textbooks we use often discuss coherence in a vague or incomplete manner. This article reviews current coherence literature, defines coherence in broad terms, then presents a three‐lesson revision unit based on modern coherence principles. In this unit, ESL students “deconstruct” the assignment prompt and prepare their own first drafts of an essay response. Then they examine a fellow student's first draft from the “top down,” evaluating the thesis in relationship to the prompt and to the assertions within the essay and analyzing the information structure intended to guide readers through the text. Conclusions are drawn about the success of this grouprevision technique and the necessity for providing sequential exercises to impr

ISSN:0039-8322    

DOI:10.2307/3586543

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The past tense is often used inconsistently, even by very advanced ESL learners. In this article, it is suggested that a major cause of the problem is a failure by teachers and students to recognize the extent to which a speaker's point of view and purpose in performing a speech act condition the choice between the present and past tenses in actual discourse, Following an analysis of the meaning and discourse function of the past tense, suggestions are offered for teaching and practicing this tense in context.

ISSN:0039-8322    

DOI:10.2307/3586544

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The study reported in this article investigated whether second language learners use knowledge of their first language to comprehend and produce idioms in the second language. Subjects were 12 Venezuelan advanced learners of English. Comprehension of 45 English idioms—15 identical in form and meaning to their Spanish equivalents, 15 similar to their Spanish equivalents, and 15 different from the corresponding Spanish idioms—was tested with a multiple‐choice test and a definition test. Production of the same 45 idioms was tested with a discourse‐completion test and a translation test. Results showed identical idioms were the easiest to comprehend and produce. Similar idioms were comprehended almost as well but showed interference from Spanish. Different idioms were the most difficult to comprehend and produce but showed less interference than similar idioms. Subjects used both inter‐ and intralingual strategies to produce idioms they did not know. Within each type, the idioms that were comprehended and produced most correctly were those which were frequently used and transparent and which had simple vocabulary and

ISSN:0039-8322    

DOI:10.2307/3586545

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica&Doughty, 1985a) in regard to optional and required information exchange tasks across teacher‐directed, small‐group, and dyad interactional patterns. The evidence suggests that a task with a requirement for information exchange is crucial to the generation of conversational modification of classroom interaction. This finding is significant in light of current theory, which argues that conversational modification occurring during interaction is instrumental in second language acquisition. Furthermore, the finding that group and dyad interaction patterns produced more modification than did the teacher‐fronted situation suggests that participation pattern as well as task type have an effect on the conversational modification of intera

ISSN:0039-8322    

DOI:10.2307/3586546

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586547

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586548

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586549

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY