摘要:

It is well known that some English verbs and expansions thereof name states rather than events or processes. It is also known that linked to the inherent durative aspect of stative verbs there is another, nonaspectual, feature: such verbs are not used with an active (agential) subject. However, we must not conclude from this that nonstative verbs necessarily name activities. It is easy to find examples of events and processes which are not activities. The co‐occurrence restrictions which define aspectual categories such as event or process are quite distinct from those which lead to the activity‐nonactivity categorization. The system must include both dimensi

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00041.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Many culturally disadvantaged black children speak a variety of English which linguists have labeled “nonstandard Negro dialect.” Educators agree that the most significant education problem is to teach these children standard English; the age or grade level when this should be done, however, is controversial. The thesis of this paper is that disadvantaged black children should not be taught standard English until adolescence or the secondary grades. The paper specifically discusses some of the reasons standard English instruction should be delayed. The thesis is supported by discussing the difficulties of young children in learning another dialect of a language (because of the subtle differences between standard English and nonstandard Negro dialect); the difficulties of using second language instructional techniques (this is the only approach likely to be successful); and, the lack of a need and consequently motivation, for young disadvantaged black children to learn standard Engl

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00042.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

In an experiment conducted recently at the Stanford Center for Research and Development in Teaching, the frequency of selected classroom behaviors of 17 French teachers was observed and correlated with measures of achievement in French on the part of their students. The frequency of some behaviors (e.g. use of Free Response drills; use of visual aids) correlated positively with student achievement. Behaviors showing no significant correlation with achievement included frequency of Repetition drills, Substitution drills. Other behaviors measured (including the use of Dialogue drills or Translation drills) showed significant negative correlations with student achievement. The conclusion is advanced, however, that most teaching behaviors cannot be classified as intrinsically “good” or “bad,” but that the relationship between the frequency of the use of a teaching behavior and student achievement is represented by a curve within which there are ranges of frequency with positive and negative correlations with achievement. A highly complex relation between the overall method, alternatively available teaching behaviors and student characteristics determines whether the frequency with which a teaching behavior is used falls within the positive or negative

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00043.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The tenets of audiolingualism are being challenged by those who subscribe to the cognitive‐centered views of language‐learning implicit in Transformational‐Generative Grammar. The proposed move is from a teacher‐centered to a learner‐centered methodology, owing to the belief that the learner will acquire the L2on condition that he is exposed to many representative instances thereof. The dialogue has been proposed as a medium for such exposure. Its function, it is claimed, is to teach theuserather than theformof sentences. This paper questions the necessity for teaching language‐use, on the ground that possession of an L1is evidence of the learner's knowledge of language‐use. It is then demonstrated that the dialogue has a long history in L2pedagogy, so that the current proposals are not innovative. The author goes on to suggest possible definitions, linguistic and psychological, of the dialogue, and concludes that a course writer attempting to produce useful pedagogic dialogues cannot avoid the issue offormeven if his dialogues are primarily intended to demonstrate use: the form‐use dichotomy is a specious one. An appendix illustrat

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00044.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

A second‐language teacher's classroom activity can be optimized by considering its relationship to the development, in his students, of communication skills. The development of these skills presupposes the presence and insights of a live teacher, and cannot be accomplished by a machine. That the techniques advocated here are practical, is illustrated by a description of communication practice (CP), as well as the following considerations: the introduction of new material, some aspects of course organization, and finally, the students' proper mental attitude toward language learnin

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00045.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Three separate classes of students of English as a second language were divided into groups matched on measures of pronunciation discrimination and production. One half of the students monitored their previously recorded responses to pronunciation exercises in the language laboratory and the other half received comparable exposure to the contents of these exercises by responding actively a second time. A mobile language laboratory, The Plurilingua, used in this experiment, which permits up to six individuals to record and subsequently monitor their responses on one spool of magnetic tape is described. It was hypothesized that the active groups would show a significantly higher degree of improvement in discrimination accuracy and pronunciation authenticity of English phonemes. At the end of the experiment, no significant effects were found, although there was evidence of a trend which favored the active groups.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00046.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Certain facts concerning the sensitivity of predicate adjectives to the head noun of a subject noun phrase suggest (1) that selectional restrictions on adjectives involve the syntactic features of the head noun and not those of the whole noun phrase, and (2) that the identification of the feature specifications of the head noun is sometimes obscured by the syntactic configurations in which it occurs.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00047.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

This paper begins with a consideration of the language learning process from a transformational point of view. It is suggested that acquiring a language can be thought of as internalizing a set of rules of the language. Next, three possible roles for linguistic theory in TEFL methodology are discussed: (1) TEFL is completely dependent upon linguistics; (2) linguistic theory can be used to justify TEFL classroom activities; and (3) linguistics provides insights into, but does not determine, teaching methods. It is argued that the latter position is the most reasonable role for linguistics vis‐à‐vis foreign language peda

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00048.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The most pressing demand for phonetics courses in L2studies of English comes from potential or practicing teachers of the language. Since the Language Laboratory (LL) does not seem to have been adequately exploited for their requirements, this paper outlines an attempt at preparing a course to meet their needs. While presenting the dilemmas of reconciling the demands of students who are at an advanced stage of language learning, yet at the novitiate stage in phonetics, it suggests some of the ways in which LL practice can be integrated into their course. It discusses the value of ‘learning from mistakes’ in the LL, and tries to show why some methods seem to succeed and others seem to fail. While the methods used are clearly indebted to recent research into the processes of language learning, the approach is a pragmatic one, utilizing principles that challenge the intellect and encourage creativity, as far as this is feasible in the LL. Since the vital question in all LL work is the extent of transfer it achieves, the difficulties of assessing such transfer are raised. Practical material in applied phonetics (including stress and intonation) is described, but conclusions about its efficacy are inhibited by the number of variables involved in measuring practical attainment in the world “beyond the b

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00049.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1970.tb00050.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY