摘要:

New varieties of English have developed in various parts of the world in recent years in countries where English functions as asecond.rather than aforeignlanguage. The processes by which distinctive varieties of English develop in such settings are described. The functional and linguistic characteristics of the processes ofnativizationandindigenizationare discussed with reference to several nativized varieties of English. A distinction is made between two contrasting norms for speech events in these varieties of English,rhetoricalandcommunicativenorms Rhetorical norms are repertoires of English used for speech events which have the functional status of Public, Formal, High. Distant, Impersonal, etc., Communicative norms are speech repertoires used for speech events which have the contrasting functional status of Private, Informal, Low, Intimate etc., Five different linguistic processes commonly used to mark a shift from rhetorical to communicative norm in several new varieties of English are discussed in terms of the employment of variable linguistic rules. Acquisition of rhetorical norms is related to socialization. Implications are discussed for language teaching and for creative literary writing in, English.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01049.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

This research examines the development of one conversational subsystem, turn‐allocation, in children acquiring English as a second language The purpose of the study was two‐fold to describe the devices used for turn‐allocation and to explore the role of prior experience with language in learning a second language under naturalistic conditions. Three female children, native speakers of Japanese, Finnish and Swiss German respectively; served as subjects for this month longitudinal study. The children were found to be similar in several ways including the presence of a limited number of turn‐allocation devices from the start and a general increase the use of such devices over the time period examined Some of the significant differences between them seemed due to their identifying second language properties that were congruent with features of their respective native languages. The child's use of syntactic and prosodic contrasts from her‐first language in learning a second language in

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01050.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

This study reports the effects of one year's attendance in a French Language Immersion program (FLIP) on children's verbal and performance sections of the Wechsler. Intelligence Scale for Children and the self‐esteem, measured by the Purdue Self Concept Scale (PSCS). Ten female and eight male 6‐year‐olds attended the FLIP program, and eight female and five male 6‐year‐olds constituted an English Control group who attended a regular classroom. Repeated measures analyses of covariance showed that differences between the FLIP and English Control pup at the end of the school year were not significant on Verbal IQ or PSCS. Significant differences were found between groups on overall Performance IQ, Picture Arrangement, and Object

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01051.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Today there are many approaches to the study of second‐language acquisition (SLA), but the variety is superficial and misleading, for it disguises an underlying research ideal the controlled experiment. We can, in other words, scientifically “know” facts about SLA only after a controlled experiment replicates and cross validates, these facts. This ideal method is part of the nomothetic tradition of science, tradition which subordinates and ultimately excludes a hermeneutic mode of inquiry. But these two approaches to science need not conflict.For our SLA research I propose this change: that we alternate between twoequalkinds of research. A poetics of SLA teaches us that the thing observed—language—is also the motive inferred—why we speak. Where a nomothetic experimental method gets at the language object, another equally good method of research, a hermeneutic diary study for example, reveals the biases of our work. We should promote in our SLA research this “biling

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01052.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

The present study examines the differential use of formal explicit knowledge and intuitive implicit knowledge in a second‐language grammatically judgement task. The hypothesis is that a set of conditions can be established which serve to identify the occasions in which each of these specialized types of knowledge will be used. These conditions are described as task‐related factors (amount of detail required, response time allotted, specific structure tested) and learner‐related factors (level of study in the L2, knowledge of other languages).The subjects for the study were 317 English‐speaking high school students and adults learning. French as a second language French sentences were presented on tape and decisions about the grammatically of each were recorded by subjects on coding sheets.The results indicated that explicit knowledge intervenes for incorrect sentences requiring detailed responses and that knowledge of another language is beneficial for certain conditions. These findings lead to a discussion of the relationship between implicit and explicit linguistic knowledge in second language prof

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01053.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Schumann (1978b), in addressing criticism of his Pidginization Hypothesis for second language acquisition, elaborates further on the relationship between pidginization‐creoluation‐decreolization and second language acquisition and revises and improves on his model. I propose a further revision and expansion of Schumann's model that distinguishes socio‐cultural aspects of the pidginization cycle from the acquisitional processes of pidgmization, creolization and decrolization and that relates a wider range of language acquisition phenomena to each other. This expanded version of Schumann's model puts creolization back into the model and also adds depidgnization and first language acquisition to it Pidginization/depidginization, creolization/decreolization and first and second language acquisition are herein considered related acquisitional phenomena which develop under different circumstances as specific instances of the more general co‐occuring but opposing processes ofnativizationanddenativ

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01054.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

The research discussed here attempted to determine if (a) pycholing‐uistics could explain the reading behaviors of adult Spanish speakers reading in Spanish and in English, and (b) if theme readers transferred their skills to English. The results of two studies are presented. In the first study, twenty‐one adult Spanish‐speaking ESL students took cloze tests in Spanish and in English. In the second study, the Spanish and English reading performances of a good L1 reader and a poor L1 reader were analyzed according to established oral miscue procedures. The results of these studies confirm the psycholinguistic perspective of reading for Spanish speakers reading in Spanish. However, it appears that language competence exerta a powerful effect on the reader, thereby reducing the good reader's advantage over the poor reader when their performances in English are compared. It is concluded that a language competence ceiling effectively prohibits the complete transfer of L1 reading skills to the second language. It is suggested that limited command of the language produces a “short circuit” effect on good readers, forcing them to revert to “poor reader strategies.” Theoretical, pedagogical and methodological implications

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01055.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

McLaughlin (1978) examines the Monitor Model and presents “a methodological critique of the research on which the Model is based” (p. 309). This paper is a response to that critique, and discusses various misrepresentations and misinterpretations of the work on Monitor The

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01056.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

This paper provides some empirical support for the hypothesis that there are two types of language control: compartmentalized control in which performance on discrete point tests or achievement tests is relatively unrelated to performance on communication tests and intergrated control in which the two types of performance are more highly related. Data is presented from three studies: one, a study of individual differences; the other two, controlled experiments in foreign language instruction. The evidence tends, in general, to support the posited distinction, and three factors are suggested as accounting for the two types of competence.Next, the paper considers the hypothesis that integration indicatesacquisitionin Monitor Theory terms, and the data is interpreted in terms of this hypothesis.Finally, a method of teaching for integration is suggested which incorporates the three factors identified in the empirical studies.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01057.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

The clam is made that Labov's “Observor's Paradox” and the fire methodological axioms leading to this paradox apply to inter language Thus, we may mew interlanguage as a continuum of styles, which is defined by the amount of attention paid to speech; the most systematic second‐language learner speech is produced when the learner is paying the least attention to speech. Yet, when we do research, the presence of the researcher and the tasks presented to the learner, lead our subjects to pay attention to their speech. Therefore, we cannot claim that research can ever observe the most truly systematic form of a learner's interlanguage—unattended or “unmonitored” speech. The methodological implications of the claim are explored, and recommendations for resear

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1979.tb01058.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY