摘要:

The basic structure of any language is the individual syllable, that is, the concatenation of syllabic phonemes and nonsyllabic phonemes within minimal sequences of speech. The structure of monosyllables in the two languages can be described by the following formulas (N = nonsyllabic phoneme, S = syllabic phoneme);In English there are nineteen different permissible patterns in monosyllabic structures with many variations of nonsyllabic clusters in both initial and final position; the maximum number of nonsyllabics in these clusters is three in initial position, four in final. Mandarin, on the other hand, has only nine permissible combinations, with no consonant clusters. There are fourteen syllabic phonemes (11 simple vowels; 3 diphthongs) and twenty four nonsyllabics in English, whereas there are twenty syllabics (6 simple vowels, 9 diphthongs, and 5 triphthongs) and twenty two nonsyllabics in Mandarin. Each system has its significant features. The most important features to be considered in teaching either of the two languages are the contrasts between the tense‐lax contrast in English syllabics, noncontrast in Mandarin syllabics, voicing and aspiration in nonsyllabics, clustering in English nonsyllabics, allophones of English nonsyllabics, and allophones of Mandarin syllabic

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00929.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The native teacher's present frustration and confusion as to his role and function under the oral‐aural approach can be eliminated via his acceptance of a division of teaching labor in which full utilization is made of his fluency in his students' native language. Employing this fluency, usually unavailable to the foreign teacher, the native teacher can attempt clarification of essential contrasts in evaluation of experience as well as in underlying social values distinguishing the target language from the students' native language. Moreover, that fluency can immediately alert the native teacher to typical student substitution of structures of the native language in their target language utterances. And by his sensitizing of the foreign teacher to instances of this common resort to silent translation, the native teacher can enhance the value of the foreigner's teaching performance. Furthermore, it is by such day‐to‐day cooperative teaching activity that the native teacher can not only increase his own fluency but can best serve his students as inspiring exemplar of both the possibility of learning the target language and the necessity of seizing on every occasion to spe

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00930.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The audio‐lingual habit theory relates more closely to a mechanistic theory of learning while the cognitive code‐learning theory corresponds more nearly to a mentalistic interpretation. Although both researchers and teachers have tended toward an insistence upon one approach or the other as being the better method, the findings of this study indicated that the student ability factors which affect achievement in language learning are not the same under both methods of instruction. Furthermore, the results of the analyses suggested that, on the basis of information available to the counselor, it would be possible to assign a student to the type of class which would be most suitable to his particular capabilit

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00931.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

This paper examines the wide range of definitions of the basic linguistic concepts of competence and performance, particularly as these relate to problems involved in second‐language teaching. It shows possible implications of linguistic theory for the theory and practice of second‐language teaching. The paper also attempts to characterize some of the relevant general features of the process of second‐language learning in terms of the theory of linguistic competence and performance. It presents a discussion and a tentative definition of crucial functions of the language teacher in second‐language teaching in relation to the theory of linguistic competence and performance and points out some basic interrelations between linguistic theory and the task of the language

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00932.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Extrapolation from laboratory experiments to real life learning situations is not a scientifically rigorous process. Nevertheless, it is possible to be systematic without at the same time being rigid about the manner in which additions to knowledge are made. The analysis of transfer effects in second language learning should be molecular and have a systematic character that could potentially organize the knowledge language teachers have developed through their experience in the classroom. The analysis presented in the paper outlines some specific transfer expectations under four different conditions of second language acquisition: coordinate and compound training for related and unrelated languages. Some unexpected predictions are generated; for example, with related languages a compound setting will yield more positive transfer (hence be more facilitative) than a coordinate setting. Similarities between two languages in terms of their surface features are more relevant to the operation of transfer effects than deep structure relations. A distinction must be made between structural factors based on contrastive analyses and non‐structural factors pertaining to the learner's attitudes and the sociolinguistic context of the learning situation. Transfer effects operate at various levels of language functioning (e.g., mechanical skills, semantic sensitivity, communicative competence) and measures to assess these effects are suggeste

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00933.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The forms signaled by the inflectional verb endings {‐s},{‐ed}, {‐en}, and {‐ing} in English, and categories involving these forms, are either absent or reinterpreted in Tagalog. The absence of obligatory distinctions of number and person in Tagalog verbs gives rise to a problem frequently observed even among highly educated Tagalog speakers of English, that of failing to mark consistently the third person singular verb. Voice is reinterpreted in Tagalog by the focus system, and English tense, with its multiple axes of orientation, by the single‐axis aspect system of Tagalog. The Tagalog imperfective aspect includes English “simple present” and all nonfuture {be + ‐ing} forms; the perfective aspect, English “simple past” and all {have + ‐en} forms. Furthermore, tense distinctions signaled by intlectional endings in English, such as those between past and non‐past {have + ‐en} forms, are often signaled in Tagalog only by non‐verbal markers. The interference problems traceable to this reinterpretation of English tense distinctions are the Tagalog speaker's inconsistent use of verbal markers to signal perfected events, and his tendency to overlook distinctions between past and non‐past forms of auxiliaries and between different {have

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00934.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The task of contrastive analysis is to discover underlying similarities in the deep structure of two languages and the rules which provide language specific features on the surface. Within the model of a transformational grammar identifying syntactic primes and basic proposition rules in the deep structure together with rules for the realization of surface constructions, i t can be demonistrated that the language specific English and Italian imperatives rest on the same underlying deep structure. A unified set of rules marks the progression from a set of common primes and syntactic relations to different surface realizations for the two languages. Contrastive statements of this type, accounting for both similarities and differences, become useful in language teaching for learning problems arise in the deep to surface realization or stylistic rules operating on the lower nodes of the underlying deep tree structure. Explicating surface relationships through recognition of the relation between deep and surface structures makes possible a more explicit contrastive analysis.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00935.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Learning a language while living in that language area can be accelerated if the student is in focus, that is, if he interacts with the people. If, however, the people of the area do notselect the learner as one for attention, it is difficult to get into focus and difficult to learn the language. It is a sociological problem. This article discusses socially acceptable ways of getting into focus. It suggests ways that the colleagues of the student can help to put him into focus and to give him opportunity for conversational practice. It suggests activities whereby the learner can interact with people in situations in which he can carry on a conversation within a controlled context. It suggests activities which provide opportunities for conversation and topics for casual conversation. It also suggests profitable language learning ways of spending out‐of‐focus t

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00936.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

There are two major theories of language learning: one, based on behavioral psychology, emphasizes pattern‐practice and memorization; the other, the rationalist approach, attempts to give students the reasons for grammatical phenomena, relating facts about the second language to facts about the student's native language. Of these, the first has been much used recently, both in structuralist texts and those that are supposedly “transformational”. While memorization and pattern‐practice drills are sometimes useful, often they are not, because the choice between forms is based on the speaker's awareness of factors outside of the immediate syntactic environment: the definite or indefinite article, some or any, past or perfect tense are a few examples in English. To incorporate such insights in a text the writer must use his knowledge of transformational grainmar indirectly, to enable him to formulate and verify his intuitions; but he will not use any “transformational rules” in the text itself. The text will be rationalistically oriented‐it will encourage students to ask themselves why sentences are good and bad‐and in this sense will be truly transformational in accordance with the beliefs held by transformational grammarians about the nature and acquisit

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00937.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

A.U.A. LANGUAGE CENTER THAI COURSE, Books 1 and 2, by J. Marvin Brown.MODERN ENGLISH: A Textbook for Foreign Students, by William E. Rutherford.LINGUISTICS AND LANGUAGE TEACHING, by John P. Hughes.TEACHING FOREIGN‐LANGUAGE SKILLS, by Wilga M. River

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1969.tb00938.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY