ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00639.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Two experiments explored factors affecting the influence of visual (lip‐read) information on auditory speech perception, the “McGurk effect”, in 120 advanced ESL learners of 4 L1s (Japanese, Korean, Spanish, and Malay) and 50 native speakers (NSs) of English. The audio and video speech signals of a female English speaker producing CV syllables with /p,f,w,r,t,k/ and// were combined on videotape. For nonnative speakers (NNSs), identification accuracy of /f/ and /r/ increased with matched visual cues. Visual nonlabials /t,k/ significantly influenced perception of auditory labials. For NSs, significant effects were noted only in noise. When stimuli involved only /p,t,k/, NSs and NNSs reported significant visual effects. Results demonstrate the influence of first language (L1) and linguistic experience on the relative information value of the cues, assumption of perceptual unity, and thus audiovisual integration. Implications for bimodal speech perception and second language instruction are disc

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00640.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This paper presents the results of a study of the relationships between the personality types of a group of English as a foreign language (EFL) students in Indonesia and various measures of their academic performance in a semester‐long course including a series of EFL language measures.Students were the entering class of English majors (N=76) at a university in Indonesia in the fall of 1991. We tracked them through their performance in an Integrated Course, a 9‐hour‐per‐week intensive basic course they needed to pass in order to move on to any second semester or higher course. The course is team‐taught in 3 sections of students, with 3 teachers teaching each section.We gave the students the Myers‐Briggs Type Indicator (MBTI), which had been translated into Indonesian. We report and discuss the validity and reliability of using this as a measure of students’ personality types. In addition, we tested the students monthly on reading comprehension, vocabulary, grammar, and writing.Results show that these EFL students are almost evenly divided between Extraverts and Introverts, with over 50% of the students being 1 of 2 (out of 16 possible) types: ESTJ (37%), ISTJ (21%). The distribution of types for these EFL students is similar to those of ESL students in similar studies. Although extraversion and introversion are related to vocabulary and composite course scores, there are few other direct relationships between learners’ personality types and their language performance. We discuss implications for further research, as well as for EFL

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00641.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Using a think‐aloud procedure, we observed the behavior of 15 university students in Australia with experience in Italian as they attempted to learn the meanings of new foreign language (Italian) words. The great majority of the procedures they used involved some form of repetition of the new words and their meanings‐mostly a simple reading of the dictionary‐like entries provided, or repetitions of the word‐meaning complexes. They gave relatively little attention to the physical or grammatical features of words, nor did they commonly use elaborative acquisition procedures. The lack of association between use of context and recall of word meaning is of major interest, given the stress placed on context by many researchers and commentators. Even when students did use the cues in the sentences to generate possible meanings for the target words, this did not help them establish representations for the meanings of the words. Consideration of the use of context in vocabulary acquisition suggests a need to distinguish between the use of context forgenerationof meaning of a new word and the use of context foracquisitionof the meaning for subsequent

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00642.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This study investigated factors that might influence Japanese university students’ expository writing in English. We examined 70 students of low‐ to high‐intermediate English proficiency along a variety of dimensions, namely, second language (L2) proficiency, first language (L1) writing ability, writing strategies in L1 and L2, metaknowledge of L2 expository writing, past writing experiences, and instructional background. We considered these multiple factors as possible explanatory variables for L2 writing.Quantitative analysis revealed that (a) students’ L2 proficiency, L1 writing ability, and metaknowledge were all significant in explaining the L2 writing ability variance; (b) among these 3 independent variables, L2 proficiency explained the largest portion (52%) of the L2 writing ability variance, L1 writing ability the second largest (18%), and metaknowledge the smallest (11%); and (c) there were significant correlations among these independent variables. Qualitative analysis indicated that good writers were significantly different from weak writers in that good writers (a) paid more attention to overall organization while writing in L1 and L2; (b) wrote more fluently in L1 and L2; (c) exhibited greater confidence in L2 writing for academic purposes; and (d) had regularly written more than one English paragraph while in high school. There was no significant difference between good and weak writers for other writing strategies and experiences. On the basis of these results, we propose an explanatory model for EFL writing

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00643.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Book Reviews in this ArticleThe German Language and the Real World: Sociolinguistic, Cultural, and Pragmatic Perspectives on Contemporary German. Patrick Stevenson

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00644.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1996.tb00645.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY