Language learning
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Abstract
how vocabulary development might be enhanced through helping the foreign learner of English to acquire productivity and non-productivity in English derivation. It is suggested that English productive derivatives be paid special attention in teaching to and learning by native-Arabic speakers, that the Arabic language is a language of derivation and is highly productive. The paper explores how adult native-Arabic speakers learning English as a foreign language acquire English productive and non-productive derivatives. Contrastive analysis (CA) is used to compare productivity in standard written Arabic and standard written English. This approach is deemed helpful since Arabic is a language of productive derivation and morphology the of foreign learners. The paper claims high predictive value in this context, and should prove helpful, particularly (but only) to teachers of English to native-Arabic speakers. development in on pupils by tasks in and the pupils to This paper examines the effects of a first language (LI) orthographic system on second language (L2) word recognition strategies. Lexical judgment tests using Japanese kana (a syllabic script consisting of hiragana and katakana) were given to native English and native Chinese college students learning Japanese. The visual familiarity and length in test words were controlled to examine the involvement of phonological or visual coding in word recognition strategies. The responses of the English and Chinese subjects were compared on the basis of observed reaction time. The results indicated that (a) Chinese subjects relied more on the visual information in L2 Japanese kana words than did English subjects, and (b) English subjects utilised the phonological information in Japanese kana words more than did Chinese subjects. These findings are claimed to demonstrate that native speakers of English and Chinese utilise different word recognition strategies due to LI orthographic characteristics, and that such LI word recognition strategies are transferred into L2 Japanese kana word recognition. on the of errors in the ESL relative strength of the stereotype elicited, in some cases by the speaker's in other cases by the error content of the important factor. language therefore, enhance or on the accent of the speaker. The pedagogical and socio-cultural implications of the study are discussed. This study examines the effect of interest levels on the comprehension monitoring ability of 8- and 9-year-old children. Two groups participated in the study; they were matched for single-word reading and vocabulary skills, but differed in comprehension skill. Two tests were carried out which required the children to read a number of brief passages, some of which contained embedded problems. The children's task was to identify the problems. Test 2 was game-like in nature and the children reported finding it more interesting than Test 1. Interest level was found to afreet test performance in the poor comprehenders' comprehension monitoring: a significant improvement in their performance was found at high interest levels (Test 2). However, the performance of the good comprehenders was independent of interest level. This study suggests that the comprehension-monitoring deficit in the poor comprehenders is not irreversible, and is likely to be related to poor motivation and low levels of interest. The implications for remedial education are discussed. This paper presents findings from studies into the effects of Pictures and/or Titles on the reading and comprehension of continous printed text. The 'transfer-appropriate processing hypothesis' encourages the specification of conditions under which Pictures and/or Titles enhance or interfere with children's text-processing skills. Four groups of research are summarised: those (a) considering the effects of Pictures on reading comprehension alone, and (b) on both reading comprehension and reading accuracy; and (c) those considering the effects of both Pictures and Titles on reading comprehension alone, and (d) a single study examining the effects of both Pictures and Titles on reading comprehension and reading accuracy. Three main points emerge: firstly, that and prose-reading situations; and that The final whether and/or systematically the accessibility be constructed children with different reading attainments and learning styles working with texts of various genres. This study examines the relationship between individual variables and English as a second language (ESL) progress among nine Kurdish and seven Bosnian immigrants. All participants are adult refugees who arrived in Canada with virtually no English. Significant correlations are found between the dependent variables of oral and written progress and the independent variables of literacy level, years of schooling, and ethnicity. Contingency, text quality, and text quantity are also examined. of a survey of and as a second beliefs about Factor analytic results show that, whereas writers in both groups certain data pedagogical goals evidence the insights in and second writing can enhanced by a reasoned pairing of methodologies and that such tools can teachers with This article reports the results of a cross-sectional study of 67 short autobiographical essays by United States students of Russian at four levels of study. The Novice and Intermediate level descriptions in the American Council on the Teaching of Foreign Language (ACTFL) Proficiency Guidelines for Writing characterise the writing under study, but it is suggested that the Guidelines still require further empirical testing. Linguistics measures that differentiated the groups included fluency and syntactic fluency, but not accuracy, calling into question the tendency of foreign language writing research and pedagogy to focus on grammatical accuracy. Finally, the article calls for further research into second and foreign language (L2) writing that accounts for different languages (truly foreign as well as cognate; non-English as well as English), different developmental levels (beginning as well as advanced), and different learning situations (foreign language learning as well as second). (L2-Intermediate, L2-Advanced, Ll-English), as processed recalled two This examines the components that make up autonomy in language learning. core of the of are the and willingness to make choices independently. In learning contexts, main concern is to help learners to make and carry out choices in three domains: communication, and (by process of transfer) their life. studies the importance of affective variables, such as attitudes, motivation, competence, and anxiety, in predicting success in second learning and communication. Path analysis was used to investigate the relations among these variables, to examine their impact on the frequency of second language communication, and to examine the role of global personality traits. Subjects were 92 Anglophone students taking introductory level conversational French in adult evening classes. Significant paths affecting the frequency of communication were found, from willingness to communicate in the second language (L2), language learning motivation, L2 communication competence, and the opportunity for contact with L2 speakers. Further results demonstrate that global personality traits and language-related affective variables (such as attitudes and anxiety) set the psychological context for second language communication. results are in of models of This paper presents some preliminary findings from a longitudinal study of French teaching and learning in two secondary schools in southern England. The main aims of the project were (a) to document the course of development in French of a cohort of 60 11-13-year-old pupils over a two-year period, with a particular focus on the place in their development of prefabricated phrases or 'chunks' of language, and (b) to relate this development to their classroom experiences, which were also documented. This paper focuses on a subgroup of teachers involved The has not systematically linked the study of beliefs with second-language learning theory. This study examined the English vowel productions of 240 native speakers of Italian who had arrived in Canada at ages ranging from 2 to 23 years and 24 native English speakers from the same community. The productions of 11 vowels were rated for degree of foreign accent by 10 listeners. An increase in perceived accentedness as a function of increasing age of arrival was observed on every vowel. Not one of the vowels was observed to be produced in a consistently native-like manner by the latest-arriving learners, even though they had been living in Canada for an average of 32 years. However, high intelligibility (percent correct identification) scores were obtained for the same set of productions. This was true even for English vowels that have no counterpart in Italian. This study reports some possible grammatical consequences of interaction in split and shared information tasks undertaken by adult second language learners of English participating in a pre-University level English proficiency course. Based on an analysis of a learners' corpus of almost 30,000 words, the study examines the morpho-syntax of task-based interaction and, in particular, ways of marking relationships between lexicalised concepts and between clauses by means of prepositions and conjunctions, respectively. The study confirmed the main hypothesis that shared information tasks would result in the use of more coordinating and subordinating conjunctions than split information tasks. The paper suggests that both cognitive and pragmatic reasons may results of the study phonographic, alphabetic language). The different ways in which English words are taken into Chinese and Japanese, and how they are represented phonologically and graphically, are outlined. The cross-language effects of biliteracy in English/Chinese and English/Japanese (cogni