摘要:

Chomsky's configurational definition of grammatical functions is incorrect as a representation of surface grammatical relations and inappropriate and clumsy as a means for representing grammatical functions in deep structure. Fillmore's case grammar framework is a vast improvement, but it still requires a deep– surface distinction and thus does not contribute to a solution of the problem of the excessive power of transformational grammars. By representing ‘case’ as a feature of lexical items, the deep– surface distinction can be eliminated, and the resulting ‘lexicase’ framework looks promising as a basis for the design of language teaching materials which is much less abstract than Fillmore's approach, and which avoids the theoretical and practical deficiencies of the other transformati

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00257.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The focus of the study was the French immersion program in Quebec, in which English reading is introduced in some schools at the Grade 2 level, and in some at the Grade 3 level. The hypothesis that delaying the introduction of reading in English until Grade 3 would improve English reading skills was tested. The stage at which English reading was first taught was found not to affect reading grade level as measured by an individual reading test. Reasons were discussed for the final recommendation that English reading be delayed until Grade 3.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00258.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This study dealt empirically with certain aspects of second language learning among three university students, who all had a relative degree of proficiency in Mandarin and who were in an advanced English‐as‐a‐second‐language class at UCLA. An error analysis of written verb forms was undertaken with two purposes in mind: first, to determine the short‐term effects of teacher correction procedures on the eradication of errors and second, to relate interlanguage background (past language experiences, current language environment, and language learning strategies) and learners' explanation of errors to the errors themselves. A close look at the effects of correction in written work revealed that correction was neither systematic nor enlightened enough to actually influence the production of errors. Although broad in scope and in some ways rudimentary, the gathering of interlanguage background information and error explanations from the learners provided useful insights concerning the production of errors and what these errors tell us about inte

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00259.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

In order to characterize learner transitional competence adequately and to identify particular learning strategies of students learning a second language, both the actual performance of the learners and their intuitions about the target language must be taken into consideration. Grammaticality judgments by adult target language learners can be a valid means of obtaining the necessary intuitional data. We developed a method of eliciting intuitions of grammaticality and used this method in a pilot project involving 100 ESL students from the following language groups: Arabic, Chinese, Japanese, Persian, Spanish. The subjects were presented with a set of sentences some of which were well‐formed, some of which were malformed in specific ways—and were asked to make a judgment about each sentence. The use of intuitional data forces the researcher to view the learner in a new light. The results of the pilot indicate that the elicitation of intuitional data is revealing and must be purs

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00260.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

An investigation is made of the validity of the hypothesis that second‐language learning in school‐age children follows the same development as first language acquisition, specifically with respect to negatives, interrogatives, and imperatives. The English of two Japanese boys acquiring English in a natural setting was observed over a five‐month period. The analysis and comparison of their language to first language acquisition data (especially Klima and Bellugi 1966) showed a striking basic similarity between first and second language learners. There was no clear evidence of transfer from the children's mother t

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00261.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Psycholinguistic research in sentence perception supports a model of the reading process in which the reader matches expectancies set up by sampling previous syntactic clues in a text with the structural signals which follow. Such expectancies are language specific, and when they are applied to reading a second language various confusions and comprehension breakdowns result. Examples from three learning situations, Japanese reading English, Persians reading English, and English speakers reading Hindi, are presented and an analysis is made of the competing syntactic processes which account for the confusions arising in each case–negation, relativization and co–reference. The evidence lends some support for a model of second language acquisition like that proposed by Numser (1971) as well as a generalapriori“predictive” version of the contrastive analysis hyp

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00262.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The syntactic errors adults make in learning a foreign language are often those native children make as well. These “analogy” errors are just as important, as the adult progresses towards mastery of L2, as “interference” errors based on his L1. The former errors actually increase as learning progresses while the latter decrease steadily. The two contributions to a syntactic error can be measured by asking L2 and L1 speakers, respectively, whether a sample sentence is a plausible native utterance (literally translated for the latter). Judges' ratings of 40 common errors correlated .41 and .47, respectively, with the probability of actually committing them (R = .59). With students' L2 proficiency taken into account, along with the two kinds of ratings, syntactic errors were highly predictable (R

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00263.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Second language acquisition researchers (Dulay and Burt 1973, 1974a; Bailey, Madden and Krashen 1974) have claimed there exists an acquisition order of English morphemes to which ESL learners, despite their different ages and language backgrounds, adhere. Thus far, however,anexplanation for the occurrence of such a morpheme order has eluded researchers.A study by this author was designed to yield data which would hopefully suggest a reason for the reported morpheme sequence. After analyzing the data in light of possible explanations, a significant correlation was found between the common morpheme difficulty order of the learners and the frequency of occurrence of these morphemes in adult native‐speaker speec

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00264.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This paper examines a series of societal factors that promote either social distance or proximity between two groups and thus affect the degree to which a second language learning group (2LL group) acquires the language of a particular target language group (TL group). It is argued that social distance and hence a bad language learning situation will exist where the 2LL group is either dominant or subordinate, where both groups desire preservation and high enclosure for the 2LL group, where the 2LL group is both cohesive and large, where the two cultures are not congruent, where the two groups hold negative attitudes toward each other and where the 2LL group intends to remain in the target language area only for a short time. It is also argued that social solidarity and hence a good language learning situation will exist where the 2LL group is non‐dominant in relation to the TL group, where both groups desire assimilation for the 2LL group, where low enclosure is the goal of both groups, where the two cultures are congruent, where the 2LL group is small and non‐cohesive, where both groups have positive attitudes toward each other, and where the 2LL group intends to remain in the target language area for a long time. Examples of both good and bad language learning situations are drawn from actual contact situations: Americans living in Saudi Arabia, American Indians in the US. and American Jewish immigrants in Isr

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00265.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Sixty‐six adult speakers of English as a second language were tested on the SLOPE test, a measure of oral production covering 20 structures in English. The difficulty order found was not significantly different from that found in children learning English as a second language in previous studies (Fathman 1975b), and no significant difference was found between speakers of different first languages. These results confirm and extend Bailey, Madden, and Krashen's (1974) findings and support the hypothesis that certain similarities exist in the language acquisition processes utilized by children and adult

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1976.tb00266.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY