摘要:

The purpose of this study was to investigate the nature of second language proficiency with respect to its divisibility and components. Specifically, the correlated‐traits and the second‐order hypotheses were evaluated using 334 university students learning Englishasa second language, a wide range of language proficiency measures, and confirmatory data‐analytic techniques. The focus was to determine the extent to which each model represented the data. The results of this study provide evidence supporting both models. The significance of these findings as well as directions for future research are disc

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00952.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

The paper reports on a multivariate study that examined the contribution of two independent variables‐cognitive / academic proficiency in Ll and attitudes and motivation toward English as a foreign language‐on success in English as a foreign language of two culturally different learners, one identified as a socio‐culturally disadvantaged group and the other as a “regular” group. A description of the development of the instruments used to measure the variables is provided, the results of which indicated that academic proficiency in L1 played the most important role in predicting success in FLL in school context are reported. Within cognitive/ academic proficiency in L1 it is awareness of language use, register, and ability to correct errors in L2 that emerged as the subvariables that differentiated best among the two groups of students. Implications and conclusions of the results to foreign language learning

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00953.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This study investigates the components of motivation inforeign‐language learning(FLL)–which involves learning the target language in institutional/academic settings without regularly interacting with the target language community. It was assumed that the results obtained fromsecond‐language acquisition(SLA) contexts–those in which the target language is learned at least partly embedded in the host environment–are not directly applicable to FLL situations. Therefore a motivational questionnaire was developed and administered to 134 learners of English in Hungary, a typical European FLL environment, with the aim of defining the relevance and characteristics of integrativeness and instrumentality in FLL, as well as to locate other motivational components. Based upon the results, a motivational construct was postulated consisting of (1) an Instrumental Motivational Subsystem, (2) an Integrative Motivational Subsystem, which is a multifaceted cluster with four dimensions, (3) Need for Ach evement, and (4) Attributions about Past Failures. The results also indicated that in mastering an intermediate target language proficiency, the Instrumental Motivational Subsystem and Need for Achievement especially, play a significant role, whereas the desire to go beyond this level is associated with integrativ

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00954.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Speech act theory has been very influential in a number of fields, including applied linguistics. However, there remain a number of fundamental problems within the theory. These concern (1) how many speech acts there are; (2) indirect speech acts and the concept of literal force; (3) the size of speech act realization forms; (4) the contrast betweenspecificanddiffuseacts; (5) discrete categories versus scale of meaning; (6) the relation between locution, illocution, and interaction; and (7) the relation between the whole and the parts in a discourse. This paper discusses these problems and asks to what extent they undermine attempts to apply speech act theory in the field of language pedagogy. In addition, consideration is given to the question of whether future development in speech act theory is likely to offer the possibility of further advances in application.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00955.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Book review in this articleVariation in Inttvilanguage. Elaine Tarone. Edward Arnold.Education in a New Dimension: The Counseling‐Learning Approach to Community Language Learning, Jennybelle P. Rardin and Daniel D. Tranel with Patricia L. Tirone and Bernard D. Gre

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00956.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00957.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00958.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00959.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00951.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY