摘要:

Recent research in L2 reading has indicated that language proficiency in L2 places a limit on transference of L1 reading skills. The research reported here was developed to provide information on the possible application of L1 “schemata” theory to the nonlinguistic elements of L2 reading. The “schemata” based learning theory indicates that readers process meaning which has been presented through print by using prior knowledge of the world to produce representations of anticipated meaning. Further, this knowledge and representation can either aid or impede comprehension. In the experiment, a repeated measures design was used to present Ss with reading passages using three types of intervention. In the first method, Ss read a passage, took a test, reread the passage, and took the test again. In the second method, Ss were presented with a vocabulary list prior to reading and being tested. In the third method, Ss were shown pictures relating to the general topic of the passage and were asked to make predictions about the passage content. The results of the study indicate that schemata production is involved in the short circuit of L2 reading, that the effectiveness of externally induced schemata is greater at lower levels of proficiency than at higher levels, and that induced schemata can override language proficiency as a factor in compre

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00516.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Dictation has been proposed as a relatively simple yet reliable and valid indirect measure of functional language skills and is gaining in popularity as a test of placement and proficiency in L2 programs of all kinds. Yet the continued reliance on exact word scoring of dictation would seem to limit its use as a measure of communicative competence. This paper reports on the development of other than exact word procedures for scoring dictation tests in French. Three separate passages were dictated to college students of French at various levels of proficiency as well as to smaller groups of native speakers and children who had acquired French in “natural” or immersion settings. A scoring procedure was developed which evaluated chunks rather than words on three criteria: exact word, phonetic similarity, and conveyance of meaning. The analysis of results suggests that this procedure offers a reliable and efficient alternative to word for word scoring on an exact word basis and that the distinction between the three criteria is potentially useful in diagnosing functional language skills in classroom progr

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00517.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

A description of the rules for the use of the conversational historical present in American English is given in order to demonstrate the necessity of taking such information into account when applying discourse analysis to second language research. It is argued that native speaker intuition is inadequate as a basis for judging the discourse errors of language learners. A recent study of tense avoidance by Godfrey (1980) is discussed in order to point out the difficulties facing researchers doing pioneering work in the use of discourse analysis for the study of second language acquisition.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00518.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

It has been argued (Tarone 1979) that the most systematic speech style of interlanguage is the vernacular, which is the speech style in which the learner pays the least attention to speech form. In this paper, the notions of “systematicity” and “attention” are developed in more detail. It is argued that attention is the variable which causes style‐shifting along an interlanguage continuum of styles. These styles range from the superordinate style (in which the most attention is paid to language form) to the vernacular style (in which the least attention is paid to language form). It is further argued that the interlanguage vernacular is systematic in that it is describable and predictable by a set of rules, and that the vernacular is the most systematic style in that it is the style which is least permeable to invasion from other rul

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00519.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Second language acquisition research to date has applied markedness concepts largely to L1‐L2 transfer, and this work is briefly summarized. Yet there is a neglected potential for such application to ongoing L2 developmental research as well. As an illustration of this, the data from three different studies are reanalyzed in order to show that an otherwise unexplained order of acquisition can be accounted for from a markedness perspective. There is still a need, however, for looking beyond the distributional characteristics of the exponents of formal syntax if a greater understanding of the acquisition of more complex language is to be achieved. Of prime interest, therefore, is the extent to which we can apply markedness theory to discourse, and a framework for viewing discourse from a markedness perspective is suggeste

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00520.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

This study explores the relationship between the introversion‐extraversion tendencies of Japanese students and their proficiency in English as a foreign language (EFL). It was hypothesized that in an EFL situation, extraverted students would attain a higher proficiency in English because they may take advantage of the few available opportunities to receive input in English and practice the language with native speakers. In order to test the hypothesis that extraverts are more proficient in English, 80 junior college English students and 105 adult school English students took a standardized English test, completed a personality questionnaire, and provided information on a biodata form. In addition, 45 of the junior college students participated in English oral interviews which were then rated for proficiency by two evaluators.The hypothesis that extraverts are more proficient in English was not supported. In fact, statistical analysis revealed that extraversion had a significant negative correlation with pronunciation, a subcomponent of the oral interview test. In addition, introverts tended to have higher scores on the reading and grammar components of the standardized English test.Even though introverts tended to score better on most of the English proficiency measures, it was found that junior college males who had tendencies towards extraversion had higher oral interview scores. Extraversion also correlated positively with length of time spent studying English at the adult school. These findings are discussed with respect to cultural factors predominant in Japanese society and psychological theor

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00521.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The purpose of this study is to assess how detrimental the effects of anxiety are in ESL language exams. A variety of recent studies have demonstrated significant differences in the emotive reactions of examinees to various language tests. And dozens of research reports in psychology literature identify both facilitating and debilitating results from test anxiety. But to date there have not been any published accounts of attempts to measure the impact of debilitating anxiety generated by ESL for foreign language tests.To assess the impact of anxiety, a battery of six different ESL examinations was administered to 114 EL1 students ranging in ability from beginning to advanced. These students were also administered the Alpert and Haber Achievement Anxiety Test. Performance on the most anxiety‐producing subtest is shown to be debilitating for the most anxious‐prone students. The study demonstrates that high anxiety‐producing ESL tests not only are psychologically debilitating but also are less valid and potentially biased in favor of students with low test an

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00522.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

An investigation was made of the language of three mothers to their infants between the ages of two months and eight months in order to chronicle pragmatic changes in the mothers' language as the infants progressed from Piaget's Stage 2 (primary circular reactions) to Stage 3 (secondary circular reactions) of sensorimotor development.Results indicated that the mothers modified their speech to their infants when the babies began to display primarily Stage 3 behaviors. That is, a greater proportion of their speech referred to the child interacting with objects, while their references to the child alone decreased. They used a greater proportion of meaningful utterances and more reference in their speech. A decrease in the use of language to maintain interaction with the infant and an increase in its use to regulate the child's behavior or teach the child was noticed. Finally, the mothers used less repetition as their infants entered Stage 3. These language modifications would not be apparent in an analysis limited to syntactic or semantic aspects.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00523.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00524.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1982.tb00525.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY