ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1988.tb01002.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article describes the adjunct model of language instruction, in which English/ESL courses are linked with content courses to integrate better the reading, writing, and study skills required for academic success in the university setting. Following a rationale for the adjunct model and a description of its key features as employed in the Freshman Summer Program (FSP) at the University of California, Los Angeles (UCLA), the findings of two studies carried out at UCLA are presented: (a) former students' evaluation of the program and (b) follow‐up interviews with selected ESL students and results of a simulated examination comparing the FSP follow‐up students and non‐FSP ESL stu

ISSN:0039-8322    

DOI:10.2307/3587256

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Ethnography has recently become fashionable in ESL, second language classroom, and educational research. But many studies bearing the nameethnographicare impressionistic and superficial rather than careful and detailed. This article addresses two questions: What is ethnography? And what can it do for us in ESL? Ethnography is defined, and some principles of quality ethnographic work are discussed, including the focus on behavior in groups, holism, emit‐etic perspectives, comparison, grounded theory, and techniques of data collection and treatment. The promise of ethnography for research and for improving teaching and teacher training is then addresse

ISSN:0039-8322    

DOI:10.2307/3587257

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The concept of functional load has been used by various writers in various linguistic fields and has consequently received differing definitions and methods of calculation. It has not, however, been applied to the teaching of pronunciation. This article examines several aspects of functional load in English that may be relevant for assessing the relative importance of segmental features of learners' speech. Implications for the use of pronunciation drill books are discussed.

ISSN:0039-8322    

DOI:10.2307/3587258

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article reports the results of a behavioral anchoring analysis of three ESL reading comprehension tests. For each test, anchor points on a continuum of ability level were selected for analysis. Items that discriminated between adjacent anchor points were batched and analyzed in terms of their relation to the structure of the text, the reader's prior knowledge, and the cognitive processes required to answer the question. The results indicated that for each of three proficiency levels (Levels 2, 3, and 4), the higher ability students could comprehend micropropositions, whereas the lower ability students could not. The higher ability students at Levels 3 and 4 could comprehend questions whose sources of information were implicit, whereas the lower ability students at these levels could not. Higher ability students and lower ability students at all proficiency levels showed competence with linguistic structures that related parts of the text. And finally, the derivational complexity and the readability levels of the texts covaried with an increase in proficiency level.

ISSN:0039-8322    

DOI:10.2307/3587259

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This article focuses on the development of criteria for the design, implementation, and evaluation of grammar teaching and learning tasks within the communicative curriculum. It attempts three things. First, it addresses the question, Why are we interested in grammar? It is suggested, for example, that the rise of the notional/functional/communicative curriculum has sometimes been accompanied by a devaluation of grammar as one of the organizing principles in commercially available language‐learning materials. Moreover, one cannot always assume that students at higher secondary‐school level or in tertiary education institutions have an adequate grasp of English grammar, a necessary (but not sufficient) condition for efficient and effective communication at these levels of language use. Second, the article provides a working definition of grammar. From the above perspectives, the third section focuses on some of the criteria of communicative grammar‐learning tasks and on the implications for the design and implementation of these tasks within the communicative curri

ISSN:0039-8322    

DOI:10.2307/3587260

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587261

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587262

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587263

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587264

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY