摘要:

This study investigated the applicability of techniques adapted from Lozanov's “Suggestopedia” described in Ostrander and SchroederSuper‐learning(1979). Lack of scientific validity in experiments substantiating claims about Suggestology as cited in Scovel's review of Lozanov's Suggestology and outlines of Suggestopedy, prompted this investigation. While using relaxation tapes manufactured by Superlearning, Inc., Superlearning methodology, and an electroencephalograph to measure brainwave activity during Superlearning sessions, twenty‐one adult intensive English students, language teachers, and graduate music education students were taught a discrete 300‐word German language vocabulary list over a five week period, both with Baroque music (n=7) and without Baroque music (n=7). A no‐contact control group (n=7) learned the same vocabulary by “traditional” methods using a teacher in a classroom setting.Analysis of language acquisition data revealed no significant improvement across the five‐week experimental period. Also, no significant drop in scores across the experimental period suggests that vocabulary was retained in all groups. When modes of presentation were compared, those taught by a traditional classroom method learned significantly more vocabulary than those taught by Superlearning techniques. Left hemisphere monitoring of brainwaves showed no significant changes in Alpha brainwave rhythms across the experimental period in any group. There was no significant increase in Alpha activity during relaxation sessions or during language presentation sessions in the areas of the brain which were monitored. Although scrupulous care to preserve “Superlearning” methodology was taken in this investigation, accelerated learning could

ISSN:0039-8322    

DOI:10.2307/3586420

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This paper reports the results of a study whose focus was semantic constructivity in ESL reading comprehension. It was found that ESL students exhibit semantic constructivity similar to L1 children and adults, i.e., they use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, developing English language competence and data‐ and resource‐limitation phenom

ISSN:0039-8322    

DOI:10.2307/3586421

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

In recent years second language researchers have examined particular learner traits, such as cognitive style, to ascertain their relationship to progress in learning another language. This paper explores the influence of one student characteristic, field dependent‐independent cognitive style, on second language test performance, especially as it relates to performance on the integrative type of measure known as the cloze test.Approximately 250 college students enrolled in a first semester Spanish course formed the sample group for this correlational study. Students were administered the Group Embedded Figures Test of field dependence‐independence (FD/I) along with several measures of linguistic, communicative, and integrative competence. The results showed student FI to be related consistently in a positive albeit modest fashion to second language test performance. Most notable was the correlation between student FI and cloze test performance (r= .43, p.<.001). The relationship was less marked on other measures such as final course grade (r = .21, p.<.001). This suggests there may be a cognitive style bias operating in conjunction with cloze test performance. That is, such measures may call forth cognitive restructuring abilities more readily available to more field independent individuals. In turn, it implies the need to use some caution when employing or interpreting cloze tests for placement or achievement purpo

ISSN:0039-8322    

DOI:10.2307/3586422

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Is it possible that we ESL/EFL teachers can profit by using principles of good story‐telling along with the more familiar and more traditional principles of structural analysis? Four hypotheses about language use and language acquisition are discussed. They include the textuality hypothesis, the expectancy hypothesis, Krashen's input hypothesis, and the episode hypothesis (closely related to Krashen's “net” hypothesis). These working hypotheses are used to support the overarching suggestion that story‐telling techniques may be helpful in making ESL/EFL materials meaningful, comprehensible, recallable, and in a word, learnable. Eleven specific principles are discussed and exem

ISSN:0039-8322    

DOI:10.2307/3586423

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The purpose of this classroom experiment was to examine the effects of Inter‐ethnolinguistic Peer Tutoring (IEPT) on the social interaction and English language proficiency of Spanish‐speaking elementary children. The relationship between verbal interaction in English and growth in English language proficiency was also examined. A matched pairs experimental design was employed. Subjects were tested on three measures of English language proficiency, the PPVT, the LAS and the CCCT. They were observed to determine the degree to which they interacted in English with fluent English speakers. They were then matched on the basis of an overall English proficiency score and an interaction score, and were assigned to a treatment or control group. The IEPT treatment consisted of sessions designed to provide a structured setting for natural language practice between an LES and an FES student. Students were observed weekly for verbal interactions during their free time. They were posttested on the three measures of English language proficiency. A trend analysis, correlations, andttests provided some evidence that the IEPT treatment resulted in increased verbal interaction in English. No relationship was demonstrated between amount of verbal interaction in English and growth in English language proficiency based on an analysis using partial correlations. The results ofttests revealed that the IEPT treatment resulted in increased vocabulary comprehension as measured by the PPVT, but no differences between treatment and control group were found on the LAS and the CCCT tests. The discussion emphasizes the importance of utilizing the language input of FES children in designing ESL progr

ISSN:0039-8322    

DOI:10.2307/3586424

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Current research in applied linguistics claims that most adult learners acquire a second language only to the extent that they are exposed to and actively involved in real, meaningful communication in that language. An ESL class which sets out to provide opportunities for such communication, therefore, requires at least two basic components: an environment which will encourage learners to exercise their own initiative in communicating, and activities which will motivate them to do so.This article explores these issues by briefly reviewing the research which supports incorporating a strong communicative component in language teaching. It then discusses five features of real communication which have implications for the design of such a component and highlights the need to consider not only curricular content but methodology as well. It stresses the importance of classroom atmosphere for the learning and practicing of communicative skills and discusses some of the potential benefits of student‐centered teaching. It then outlines some principles for creating appropriate task‐oriented classroom materials which promote real communication and can involve the use of any of the four language skills. This article concludes with a discussion of the role of explicit grammar instruction within the context of communicative, student‐centered tea

ISSN:0039-8322    

DOI:10.2307/3586425

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Voice quality settings can be used to characterize ESL students' accents and to help non‐native speakers of English improve their pronunciation. The concept of voice quality settings is discussed, drawing from the descriptive phonetic methodology of Abercrombie, Laver, Honikman, and Esling. A broad model of the voice quality setting of one variety of English spoken in North America is described, and settings in other languages are identified. Finally, suggestions for making students aware of their own settings are presente

ISSN:0039-8322    

DOI:10.2307/3586426

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A large ELT program administered a highly reliable test in common to the students of all required courses, finding 1) excessive heterogeneity of student proficiency levels within each credit course and 2) unsatisfactory differences in mean group proficiency between those credit courses. A thorough re‐evaluation of the program identified several key areas in need of modification, primarily: certain placement and promotion practices, procedures in the development of major course examinations such as midterm and final examinations, and specification of overall program and individual course objectives. Major changes were instituted in problem areas, and one year later the results of a second common test, similar to the first, not only revealed considerable progress in rationalizing course enrollment patterns, but suggested the possibility of markedly improved levels of student achievement in the higher credit course

ISSN:0039-8322    

DOI:10.2307/3586427

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586428

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586429

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY