摘要:

The relations between various measures of attitudes toward self, the native language group, the target language group, reasons for learning English as a second language, reasons for traveling to the U.S. and attained proficiency in ESL were investigated. Subjects were Chinese speaking foreign students primarily studying at the graduate level in the U.S. It was hypothesized that positive attitudes, especially positive attitudes toward the target language group, would correspond to higher attainment in the target language, and similarly negative attitudes, especially toward the target language group would correspond to lower attainment in the target language. Results of factor analysis of the various attitude scales included in a questionnaire revealed meaningful clusters of attitudinal variables which were related to scores on an English proficiency test (based on the cloze procedure) via a multiple regression analysis. In general, attitudes toward self and the native language group—as well as attitudes toward the target language group—were positively correlated with attained proficiency in ESL. Indirect attitude scales of the type used earlier by Spolsky seemed to produce more meaningful variance than direct attitude questions which fit into the Lambert‐Gardner paradigm of attitude research. However, the distinction between integrative and instrumental motives seemed helpful in explaining certain patterns in the data. Generally, learners who were apparently more integratively motivated performed better than those who were less integratively motivated. The relation between attained proficiency and attitudes toward the target language group, however, seemed more complex than the relations between attained proficiency and attitudes toward self, and towards the native language group. The relation between reasons for studying ESL or traveling to the U.S. and attained proficiency was contrary to previous predictions. For instance, there was a significant negative correlation between desire to stay in the U.S. permanently and attained ESL profic

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00289.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

The reaction of the target language speaker to the L2 learner's errors may play an important role in developing awareness of norms of correctness. Corrective feedback functions in different ways to guide the learner towards preferred performance. Based on the corrective portions of classroom interaction in French immersion classes, a model for this kind of discourse has been developed. Different types and features of correcting acts combine into a structural model that can describe actual corrective interactions for a given error or set of errors.Use of the model in description helps isolate ambiguities; it highlights special features of corrective interaction that are likely to be more effective in eliciting correct performance. The example of various types of “repetitions”, or “response modeling”, is taken to show which types appear to lead to more successful correction.The model may be of use to both teachers and students in learning to identify corrective techniques and to be sensitive to the function of various kinds of f

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00290.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Speech samples were elicited by means of the Bilingual Syntax Measure from eleven children aged 27–48 months covering a wide span of linguistic development. The presence or absence of eleven functors was scored in obligatory occasions and an acquisition sequence was determined using three different methods of speech analysis. Although all three methods yielded a strong intercorrelation among themselves, no correlation was obtained when these three methods were compared with two previously determined orders of acquisition based on first and second language research. It was concluded that the previous order of morpheme acquisition obtained through research on L2 learners was probably an artifact of the Bilingual Syntax Measure testing situation. It was suggested that the sequence of morpheme acquisition as determined by the Bilingual Syntax Measure be subjected to a more rigorous validation with the sequence observed in spontaneous production of first and second language learner

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00291.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

To determine whether or not cloze items are sensitive to constraints across sentences, two passages of prose were selected and two types of tests were constructed over each passage. In the sequential type, items were inserted in the normal prose by a standard word‐deletion procedure. In the scrambled type, the sentences of each passage of prose were systematically shuffled. Each cloze item appeared once in the sequential condition and once in the scrambled. The design was counterbalanced for passage and order of testing. Forty‐one native speakers of English and 201 Japanese adults studying English as a foreign language were tested. Each subject took a cloze test over one of the passages in the sequential condition and the other in the scrambled condition. A four‐way analysis‐of‐variance sustained the hypothesis that cloze items embedded in normal prose are sensitive to discourse constraints ranging beyond the immediate limits of a single sentence. There was a significant interaction between level of proficiency and condition indicating that the contrast between the two conditions increases with an increase in pr

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00292.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Little is known about second language acquisition by adults in a natural (non‐classroom) setting. The longitudinal case study reported in this paper provides some information about the early stages through which the adult subject of this study progressed in acquiring English and about the factors affecting her language development. Comparison with the developmental sequence in first language acquisition reveals a striking similarity. This suggests a similarity in underlying processes of adult and child learning. The differences in rate of acquisition may be accounted for in terms of exposure, need, and factors inhibiting practic

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00293.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

A study was designed to ascertain whether syntactic avoidance behavior could be demonstrated for two groups of ESL learners—native speakers of Arabic and native speakers of Spanish and Portuguese—in accordance with contrastive analysis (CA) difficulty predictions. The study also investigated the predictability of learners' avoiding the use of various structures. Subjects participated in tasks designed to elicit passive, present progressive, infinitive complement, and direct object pronoun structures. An avoidance pattern was found, in accordance with CA difficulty predictions, which could not be attributed to differences between the groups' comprehension of the target structures. Furthermore, when the frequency of use of the target structures was correlated with various affective measures, the following pattern emerged: for those structures which a particular group avoided, several of the affective variables correlated with use in the predicted direction; for those structures which a particular group did not avoid, the affective variables did not correlate significantly with use. The findings suggest that while CA is a fairly good predictor of avoidance there is an intersection of linguistic and psychological variables in determining learner behavior in a second language in that structures which otherwise would be avoided are likely to be produced depending on the affective state of the lear

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00294.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

The present study acts upon Rivers' (1971 and 1972) urgings to base second language listening instruction on both psychological and linguistic findings and, at the same time, contends that advanced second language students' listening needs call for improvement in processing spoken discourse. Psychological data on memory span is cited to demonstrate that advanced second language students differ from intermediate second language students and from native speakers in processing capacity of a particular type. Linguistic discourse analysis findings are cited to demonstrate the types of clues and continuities second language listeners must attend to if they are to adequately comprehend spoken discourse. A three‐phase approach to listening instruction and practice for advanced second language students is proposed to meet their discourse processing needs; English, as the target language, is discussed as the case in point. Phase One consists of practice aimed toward increasing students' familiarity with and accuracy in processing intrasentential items and thus toward reducing the processing time devoted to intrasentential items. Phase Two pushed students to expand the time they have left over for processing discourse relations by requiring them to perform operations beyond those necessary for processing individual sentences. Phase Three consists of instruction in the types of discourse clues and continuities available to listeners and practice in attending to such clues and continuitie

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00295.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Second language (L2) acquisition researchers have acknowledged the need for an index of development (Hakuta 1975), comparable to the MLU (Mean Length of Utterance) of first language acquisition research, with which L2 researchers could compare populations with similar target language proficiencies. In an attempt to delineate a L2 index of development, 48 compositions written by non‐native speakers of English were examined. On an impressionistic basis two researchers independently assigned each composition to one of five levels of proficiency. The compositions at each proficiency level were then analyzed in order to identify the features that made each level unique. The features considered included: writing mechanics, clarity, organization, grammar, lexical choice, number of words, number of T‐units (Hunt 1965), average length of T‐units, number of error‐free T‐units, sentence construction, and content. The measures which seemed most suitable as a basis for an index of development were the average length of the T‐unit and the total number of error‐free T‐units per composition.Results, though incomplete, are encouraging. If the successful identification of stages in L2 development can be accomplished, much of the controversy resulting from conflicting claims about learning could be resolved since researchers would be making claims about learners at comparable stages of acquisition of the

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00296.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

This article is an attempt to utilize psycholinguistic research to develop a framework for the teaching of reading to second language (L2) learners. The first section highlights current psycholinguistic reading theory and develops goals for L2 reading teachers based on this theory. The proficient reader is viewed as an active, information‐processing individual who uses a minimum number of clues to extract the author's message from the page. It becomes the responsibility of teachers to train students to determine their own goals and strategies for a particular reading, to give students practice and encouragement in using a minimum number of syntactic and semantic clues to obtain the maximum amount of information, and to encourage students to take risks, to guess, and to ignore their impulses to be always correct. In an attempt to translate theory into practice, the second section of the article explores the implications of a psycholinguistic perspective for the learning environment, teacher behavior, and the preparation and use of L2 reading materials. The optimum learning environment is viewed as one in which students and teachers work together: teacher intervention is minimized as students are encouraged to use their developing skills to solve reading problems on their own. Materials development is viewed as being composed of the development of reading skills exercises (scanning, skimming, reading for thorough comprehension, and critical reading) and the development of language skills exercises (vocabulary, structure, and discourse). The third section of the article discusses lesson planning within a psycholinguistic framework and presents a sample lesson plan in English as a second language which emphasizes a skills approach to reading. Lessons are planned for maximum flexibility, allowing the teacher to take advantage of students' interests and need

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00297.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

In this paper an attempt is made to characterize and contrast aspects of the functional organization of neuropsychological systems carrying outprimary language acquisitionand two distinct types ofnonprimary language acquisition: secondary language acquisition, andforeign language learning.It is noted that foreign language learning is quite different from primary language acquisition, but that between secondary language acquisition and primary language acquisition there seem to be more similarities than differences. One of the most significant differences is that secondary language acquisition is based on neurofunctional systems that are fullyoperationalfor children 6–13, but essentiallymaturefor still older learners. While there is no critical period for secondary language acquisition such as exists for primary language acquisition, there is evidence that younger children are in fact better able to achieve communicative competence in a new language than teens or older adults. Several explanations have been proposed for the existence of what may be called asensitive periodfor secondary language acquisition, and it is concluded here that in addition to a combination of personality variables, affective variables, social variables, cognitive style and environmental circumstances, there still remains an intrinsic neurofunctional basis for the greater facility with which young children achieve secondary language competenc

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1977.tb00298.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY