摘要:

“Meaning” as used here refers to the total effect which participation in a drill or an exercise has on a student. The planned linguistic result is only a small part of this effect. Transactional Analysis is a widely‐known interpretation of what happens inside and between people. This paper summarizes some of the most conspicuous features of that theory, and applies it to two of the simplest and most widely‐used kinds of activity in the language classroom. Although on the overt, social level most of the transactions in organized study of foreign languages are Adult‐Adult, on the psychological level they are often Parent‐Child or Parent‐Adult or Child‐Child. This conflict between social and psychological levels gives rise to various “games”. Certain extensions of the most basic drill procedure produce results that are desirable from a Transact

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00232.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

The claim that the adult, in contrast to the child, is deficient in his ability to learn a second language leads to the conclusion that adult second language acquisition is a process which is characteristically different, cognitively, from that of child first or second language acquisition. This paper challenges this claim. The differences which do exist are more quantitative than qualitative and can be discovered by a shift of attention from the cognitive domain to the affective domain and to the psychological variables of attitude, motivation, and permeability of ego‐boundaries. Five central issues are dealt with: 1) the notion of a “critical period” for second language acquisition, 2) psychological learning strategies in language acquisition, 3) the influence of the native language in second language acquisition, 4) the variable of cognitive maturity, and 5) affective psychological vari

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00233.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

The acquisition sequences of 11 English functors were compared for native Chinese‐ and Spanish‐speaking children learning English. Three different methods of speech analysis used to obtain the sequences are described in detail. All three methods yielded approximately the same sequence of acquisition for both language groups. This finding provides strong support for the existence of universal child language learning strategies and suggests a program of research that could lead to their descript

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00234.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

This study looks at one aspect of second‐language mastery in depth: patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The subjects were 14 Anglo children from the Culver City Spanish Immersion Program, a pioneering project in American public school education. These children were immersed exclusively in Spanish during their kindergarten year. English was gradually introduced in first grade. This report deals with the effects of summer recess between first and second grade upon the spoken Spanish of the students. They were given an Oral Language Achievement Measure individually on a test‐retest basis. The results showed that a summer recess of three months took its toll on Anglo children's performance in Spanish. Utterances became shorter; at least one grammatical class (prepositions) was used slightly less while another (verbs) became more prominent; the children made more errors proportionate to what they said; problems with article/adjective agreement not only persisted, but in the case of the definite article, shifted in nautre; theserverb began to be used more thanestarwhen children were in doubt; and inflection for person in present tense indicative verbs continued to cause minor probl

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00235.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

This study examined the English proficiency of 22 Arabic‐speaking students enrolled in a low intermediate intensive English course at the American University of Beirut. Written and oral samples were taken at the beginning and end of the term. Errors were analysed in terms of performance mistakes, mother‐tongue interference or false intralanguage analogy. The data provided a rank ordering of the subjects' areas of difficulty and enabled us to describe tentatively some aspects of their transitional grammar. The results should provide useful information to teachers of Arabic speakers studying English and to researchers investigating the phenomenon of second‐language acquisition in ge

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00236.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

The purpose of this investigation was to examine the relationship between measured English‐language proficiency, years of English‐language study and the use of English as a medium of instruction for samples of Arabic‐speaking Egyptian and Lebanese university students. The results of multivariate regression analyses indicated no systematic relationship between years of EFL study and English proficiency. A better overall predictor of proficiency was whether the students had received any instruction via a foreign language. We emphasize the need to begin a more systematic search for factors related to increases in English‐language proficiency at various stages of study under diverse circum

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00237.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

After a brief consideration of two perennial theories that have influenced research on bilingualism in American schools, this paper focuses on recent research using the Berko method to study acquisition of the English plural by Spanish‐English bilinguals in grades 1 through 10, in San Antonio, Texas. Method and theory in two highly similar studies (Natalicio 1969, and Johnson 1973) are contrasted in detail in an attempt to explain the differences between the two studies' conclusions. Of special interest in the Johnson study are the differing statistical validities found in the same data evaluated by differing criteria, and the elicitation of some data that suggests that the Berko test is measuring a type of linguistic ability other than what it is often assumed to measur

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00238.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

A FIRST LANGUAGE: THE EARLY STAGES, by Roger BrownINTRODUCING APPLIED LINGUISTICS, by S. Pit CorderTEACHING ENGLISH AS A SECOND LANGUAGE, by Robert L. and Frieda N. PolitzerLANGUAGE IN SOCIOCULTURAL CHANGE: ESSAYS BY JOSHUA A. FISHMAN, Selected and Introduced by Anwar S. DilLINGUISTICS AND LANGUAGE TEACHING, by D. A. WilkinsADVANCED ENGLISH VOCABULARY, Workbook I, by Helen BarnardBEGINNING SPANISH: A CONCEPT APPROACH, by Zenia Sacks Da Silva

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00239.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00240.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1974.tb00241.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY