摘要:

This paper reports on a study which measures the relationship between the discrimination and production of segmental and prosodic elements in a second language. The measures employed in the study also served to assess the effects of a phonetic training program for French as a second language designed by the authors.Two questions are addressed in the present study: 1) Is there a systematic relationship between perception and production of the sound system in a second language? 2) What effect does a period of systematic discrimination training in the second language have on this relationship?The measures employed included tests of discrimination and production for French phones, rhythm, and prosody. The subjects' production test results were judged by highly trained, native speakers of French. Subjects for the study included a treated group which had undergone the phonetic training program and an untreated group which had not. Both groups were simultaneously enrolled in French as a second language courses. Testing took place prior to the start of the French courses and at the end of the semester immediately after they had finished.Although the results of the study indicate that discrimination ability initially exceeds production ability, they also suggest that explicit training may disrupt this relationship.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00399.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

There is no doubt that second‐language learners vary in the accuracy of their production when asked to perform different tasks. For example, Tarone (1985) found that the accuracy with which English articles and other grammatical forms were used by nonnative speakers at a single point in time varied depending on thetaskswhich the learners were asked to perform. Quantitative measures showed that the shifts in accuracy of article use were highly significant. Thecausesof this variability, however, were unclear. Researchers such as Arditty&Perdue (1979) have suggested a variety of possible causes of task‐related variability.In this study, a more fine‐grained quantitative and qualitative analysis of the Tarone (1985) data focuses on thefunctionwhich articles played in the different tasks. It is found that different tasks elicited different types of noun phrases, which in turn demanded different uses of the article. In addition, it is found that there was some tendency of learner accuracy with articles occurring with one type of noun phrase to change across the tasks used. It is argued that this change in accuracy is due to the communicative demands and discourse characteristics of the tasks. Finally, it is argued that task‐related variability in interlanguage must be due, not to a single variable called “attention to form,” but to a complex of variables, at least one of which must be the differing communicative functions which forms may perform in different tasks, as, for example, when these tasks place different degrees of communicative pressure upon the speaker, or elicit discourse which varies in its c

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00400.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The purpose of the following study was to investigate what Swain has labeled “comprehensible output” (Swain 1985). Negotiated interactions between a native English speaker (NS) and ten nonnative speakers (NNSs) of English were examined to find out how the nonnative speakers made their interlanguage utterances comprehensible when the native speaker indicated difficulty in understanding them. On the basis of theoretical work Hatch, 1978, Hatch et al., 1986; Schachter, 1986; Swain, 1985 and anecdotal evidence from NS‐NNS interaction, it was believed that the NNSs would respond to the NS by modifying interlanguage morphosyntax, phonology, and lexicon and, in so doing, would employ more target‐ like use of English. Results of the study offered somewhat limited confirmation of these beliefs. The data revealed that the NNSs were, indeed, capable of modifying their interlanguage in response to the NS's requests for comprehensible output. However, such NNS modifications were relatively infrequent and virtually unnecessary because, typically, when signaling requests for clarification from the NNSs, the NS also modeled target, (modified) versions of NNS interlanguage utterances f

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00401.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The social‐psychological theory of second‐language (L2) learning proposed by R. C. Gardner (Gardner&Lambert, 1959; Gardner, 1979; Gardner, 1982; Gardner, 1983) has been one of the most long‐standing theories of L2 learning. For the past 25 years, it has generated a substantial number of studies in various parts of the world. Interestingly enough, a comprehensive and detailed evaluation of the theory has not been forthcoming1. This paper attempts to do just that. It begins with an overview of Gardner's theory. The theory is then analyzed into five major propositions, each of which will be evaluated in the light of relevant studies. Recent developments will then be disc

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00402.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Au criticizes the socio‐educational model of second‐language learning and argues that the research literature does not offer strong support for it. The present article responds to these criticisms, indicating where they are based on invalid assumptions and/or a simplistic interpretation of the model, and reviews research findings that attest to the validity of the model. It is argued that Au's criticisms are valuable, however, in that they highlight issues in this research area, and some of the ones that are believed to be most important are then revie

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00403.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00404.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Book reviewed in this articles:The Grammar Book: An ESL/EFL Teacher's Course.Marianne Celce‐Murcia and Diane Larsen‐FreemanThe Input Hypothesis: Issues and Implications, Stephen D. Kra

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00405.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY