ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1992.tb01287.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Both nonnative and native speakers of a language vary in their knowledge and control of the elements of communicative competence. Some of these elements themselves are universal and available to all speakers of all languages, while others are universal in the sense that they can be used in any language the speaker knows, but are not equally available to all speakers. Other elements are language‐specific and have to be learnt anew whenever a new language is acquired, while others again are culture‐specific and the property of groups within or across language communities. The article introduces an interpretation of Coseriu's neo‐Saussurean model of communicative competence which takes account of these factors and illuminates the teacher's everyday

ISSN:0039-8322    

DOI:10.2307/3587367

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic, and situation, continue to be employed in synthetic, Type A, syllabuses. While each is relevant for analyses of the target language and its use, nativelike linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Task has more recently appeared as the unit of analysis in three analytic, (primarily) Type B, alternatives:procedural, process, andtasksyllabuses. Each of these has certain limitations, too, but when the task syllabus is combined with afocus on formin task‐based language teaching, the task receives more support in second language acquisition (SLA) research as a viable unit around which to organize language teaching and learning opportunitie

ISSN:0039-8322    

DOI:10.2307/3587368

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This paper uses data from student journals in a TESL writing practicum to trace the process by which practice of and reflection on specific activities change awareness of and attitudes toward writing and the teaching of writing. Students highlighted four areas as problems: dread of writing, boring or intimidating topics, insecurity about writing skills, and insecurity about teaching skills (particularly providing feedback). Students also identified five strategies on the part of the instructor as most helpful in effecting change: having students design and respond to writing tasks, requiring mandatory revision, guiding peer coaching, providing guided practice in topic development, and developing understanding of the writing process. In contrast to contemporary polarized models, the paper demonstrates the necessity of integrating training and development in teacher education.

ISSN:0039-8322    

DOI:10.2307/3587369

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This study investigated how English native speakers (ENSs) and Japanese native speakers (JNSs) at professorial, graduate, and undergraduate levels evaluate and edit ESL compositions written by Japanese college students. A total of 269 subjects first evaluated two compositions in terms of grammaticality, clarity of meaning, naturalness, and organization, using 10‐point scales. English native speakers were more strict about grammaticality than were Japanese native speakers. In terms of clarity of meaning and organization, English native‐speaking professors and graduate students gave more positive evaluations for both compositions than did the comparable Japanese‐speaking groups. However, the Japanese undergraduates evaluated both compositions much more positively than did the English undergraduates. Comparisons in terms of naturalness were not generalizable because they showed different results between the two compositions. The subjects then edited the composition, correcting everything that seemed ungrammatical, unacceptable, or unnatural. ENSs provided far more corrections and corrected errors more accurately than did the JNSs. In both L1 groups, the higher the academic status of the evaluating group, the more accurately the group corrected errors. JNSs left many errors uncorrected, especially errors involving articles, number, prepositions, and lexical items which occur in Japanese as loan words from En

ISSN:0039-8322    

DOI:10.2307/3587370

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This article tests the effects of native/nonnative (NS/NNS) English‐speaker status and gender on the structure of directions issued by native speakers of English. By extending the scope of earlier studies, this paper confirms that direction giving on the U.S. university campus is highly conventionalized (Scotton&Bernsten, 1988). At the same time, it argues that NS/NNS status and gender systematically influence a small range of linguistic choices in the exchange. Specifically, direction givers do make coordinated speech modifications, i.e., use certain features offoreigner registerto NNSs in this conversation type, but these adjustments do not match earlier findings (Varonis&Gass, 1982). In addition, gender of both the direction giver (Scotton&Bernsten, 1988) and the direction seeker influence the structure and content of the discourse. The joint effects of these variables also play a relevant role. ESOL instruction can benefit, it is argued, by understanding the components of this discourse patternin

ISSN:0039-8322    

DOI:10.2307/3587371

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

An experiment exploring Zimbabwean bilingual readers' use of background knowledge in reading comprehension is reported. In contrast to previous results (Carrell, 1983), the bilingual participants of these experiments do use context to improve comprehension on some passages. An interaction between passages and provision of a context is similar to an interaction reported by Lee (1986), who conducted a partial replication of Carrell's study. Post hoc explanations for passage‐context interactions are offere

ISSN:0039-8322    

DOI:10.2307/3587372

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587373

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587374

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587375

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY