ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00170.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Using the theoretical frameworks proposed by Cummins (1981a) and Bialystok and Ryan (1985), this research was designed to shed light on the relationship between cognitive correlates and linguistic skills in first (L1) and second (L2) language, and the extent to which performance on academic tasks in L2 can be predicted by these factors. The study was conducted with 73 Grade 5–7 children attending a bilingual English‐Hebrew day school. The test battery included a measure of intelligence, measures of linguistic knowledge in L1, measures of reading comprehension in L1 and L2 and static and working memory measures in L1 and L2.Evidence was found for the theoretical notion that with increased speed of basic processing in L2, higher level cognitive processes involved in linguistic and oral communication in academic settings are facilitated. Additionally, results suggest that children who can more systematically employ analytic functions in their L1 are more likely to do so in their L2 as well, and that performance on linguistically demanding tasks such as reading in L2 can be more accurately predicted with the aid of information on memory storage and executive control functions, in combination with underlying intelligence and L2 oral proficiency. Results highlight the important role that memory plays in performing linguistic tasks in L2 and help to explain underlying ability factors related to Cummins' interdependence hypothe

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00171.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This article reports the findings of research on the acquisition of French consonants by native speakers of Cantonese. An error analysis based on a careful phonetic transcription of production data resulted in a scale of difficulty of consonants in both initial and final positions. Several of the major patterns of difficulty are explained by the Markedness Differential Hypothesis. On the basis of errors found, and which are not perfectly predicted by this theory, it is shown that there is an interaction of language acquisition with markedness reversals.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00172.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

English native speakers and Dutch teachers of English were asked to judge the English pronunciation of two Dutchmen. Although there was a fairly large consensus between the English and Dutch judges, the former were more tolerant. The English native speakers found more fault with consonants, whereas the Dutch judges objected more to incorrectly realized vowels.In a second experiment, native speakers of English as well as experienced and inexperienced Dutch speakers of English (teachers and students, respectively) were asked to indicate on five 7‐point scales whether they found the English of Dutch people ugly or beautiful, monotonous or melodious, etc. There was considerable agreement in the global assessment of pronunciation. British listeners, again, showed themselves more tolerant in finding the pronunciation of Dutch speakers more pleasant and less ugly than did Dutch teachers of English, a finding ascribed to the Dutch teachers' undue fastidiousnes

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00173.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This study compares lexical development in a sample of 25 simultaneous bilingual and 35 monolingual children for whom semilongitudinal data were collected between the ages of 8 and 30 months. A standardized parent report form, the MacArthur Communicative Development Inventory (1989), was used to assess the children's receptive and productive vocabulary in English and/or Spanish. A methodology was devised to assess the degree of overlap between the bilingual children's lexical knowledge in one language and their knowledge in the other. Using the measures presented here, there was no statistical basis for concluding that the bilingual children were slower to develop early vocabulary than was the monolingual comparison group. The wide range of vocabulary sizes observed at these ages in normally developing children (Fenson et al., 1991) was observed in these bilingual children as well. The close correspondence of the pattern of the bilinguals' growth in two languages at once to monolinguals' growth in one suggests that norms for lexical development in bilinguals should be made with reference to the children's performance intwo languagestogether.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00174.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This paper argues that Vygotskian psycholinguistics is not only compatible with current second language acquisition theory but also extremely useful as a productive paradigm within which to conduct research and theory building. These claims are supported through three sections of the paper: (a) a brief overview of Vygotskian concepts of particular relevance to SLA, (b) a summary of selected Vygotskybased SLA research, and (c) a discussion of areas of research in which a Vygotskian framework appears particularly promising.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00175.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Book reviews in this article:Learning to See: American Sign Language as a Second Language.Sherman Wilcox and Phyllis Wilcox.Reading Development in a Second Language.Elizabeth B. Bernhardt.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00176.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00177.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1993.tb00178.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY