摘要:

Second language acquisition theories and models over the past 10 years have focused primarily on learner variables, long‐term language storage, and retrieval for production. This article presents a synthesis of second language acquisition research and adds interpretations of research on memory and verbal‐input processing which relate to second language acquisition. From these perspectives, a theoretical model of listening comprehension in the adult language learner is developed. Implications of comprehension theory for second language teaching are then examined in light of suggestions in the pedagogical literature for increased emphasis on listening comprehension in the classr

ISSN:0039-8322    

DOI:10.2307/3586386

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

This article reports the results of a study of the effectiveness of computer‐assisted language learning (CALL) in the acquisition of English as a second language by Arabic‐ and Spanish‐speaking students in an intensive program. The study also examined two student variables—time spent using and attitude toward the CALL lessons—as well as four cognitive/affective characteristics—field independence, ambiguity tolerance, motivational intensity, and English‐class anxiety. English proficiency was measured by the TOEFL and an oral test of communicative competence. Results indicated that the use of CALL lessons predicted no variance on the criterion measures beyond what could be predicted by the cognitive/affective variables. In addition, it was found that time spent using and attitude toward CALL were significantly related to field independence and motivational intensity. These results indicate that (a) certain types of learners may be better suited to some CALL materials than other students and (b) it is necessary to consider many learner variables when researching the effectiv

ISSN:0039-8322    

DOI:10.2307/3586387

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

In their examination of ESL teachers' questions in the classroom, Long and Sato (1983) found that teachers ask significantly more display questions, which request information already known by the questioner, than referential questions. The main purpose of the study reported in this article was to determine if higher frequencies of referential questions have an effect on adult ESL classroom discourse. Four experienced ESL teachers and 24 non‐native speakers (NNSs) participated. Two of the teachers were provided with training in incorporating referential questions into classroom activity; the other 2 were not provided with training. Each of the 4 teachers taught the same reading and vocabulary lesson to a group of 6 NNSs. The treatment‐group teachers asked significantly more referential questions than did the control‐group teachers. Student responses in the treatment‐group classes were significantly longer and more syntactically complex and contained greater numbers of con

ISSN:0039-8322    

DOI:10.2307/3586388

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

This article reports on a study done to determine how nonnative English speakers studying in U.S. colleges and universities perceive their language learning experiences and how they use English in academic settings. Open‐ended interviews, using a structured set of topics, were conducted with 80 students. Areas investigated included the value of the U.S. language training program, how the program addressed specific skill areas, how out‐of‐class experience contributed to language learning, what teacher qualities were valued, and how English was used in the academic setting. In general, students supported the design of most intensive ESL training, but they raised questions about some skill‐area emphasis. A strong desire for more interactive instruction was expressed as well as an appreciation for personality, rather than technical, qualities of teachers. Students indicated the importance in academic work of the receptive skills of reading and listening over the productive skills of speaking and

ISSN:0039-8322    

DOI:10.2307/3586389

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

To date, few empirical studies have been designed to evaluate the effects of different types of feedback on error in the written work of second language writers. The study reported in this article contrasted four methods of providing feedback on written error. These methods differed in the degree of salience provided to the writer in the revision process. In the study, a factor analysis was used to reduce an initial set of 19 measures of writing skill to a subset of 7. Each of the 7 measures in the subset was then used as a dependent variable in an analysis of covariance design which contrasted the effects of the feedback methods on subsequent narrative compositions. Evidence against direct correction of error in written work is discussed.

ISSN:0039-8322    

DOI:10.2307/3586390

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Cloze, which combines the advantages of integrative testing and objective scoring, was investigated as a supplement to a standardized ESL test and as an alternative to a written composition test. Three tests of English language proficiency were given to a large group of students applying for admission to the American University of Beirut (AUB): the AUB English Test, a cloze test, and a written composition. The tests were taken by the same group of students at the same examination session, enabling direct study of interrelationships among the three measures. Regression analysis of the test scores showed that pairwise correlations were all high and that a combination of cloze test scores and AUB English Test scores significantly improved the prediction of communicative language proficiency, as measured by the composition test scores. In addition, there was a substantial residual correlation between the cloze and writing tests, which suggests that these tests may measure in common some aspects of language ability beyond those that they share with the AUB English Test, a standardized ESL test. These results indicate that a cloze component can serve as a valuable supplement in language proficiency testing. Further implications of the findings of the study are discussed.

ISSN:0039-8322    

DOI:10.2307/3586391

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Discourse Strategies (Studies in Interactional Sociolinguistics 1). John J. GumperzThe Input Hypothesis: Issues and Implications. Stephen D. Krashen

ISSN:0039-8322    

DOI:10.2307/3586392

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586394

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586395

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3586396

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY