1,664 research outputs found
The processing of formulaic language on elicited imitation tasks by second language speakers
The present study investigated the processing of formulaic language, in an effort to examine how the use of formulaic language may or may not contribute to second language (L2) fluency in speaking performance. To examine the effect of formulaic language on L2 fluency, this study utilized elicited imitation (EI) tasks designed to measure general English language proficiency in order to compare repetition of individual sentences containing formulaic sequences (FS) to repetition of sentences that do not. In addition to the presence of FS, the length of stimuli sentences was manipulated and compared to a second independent variable. Responses to EI tasks were automatically measured for articulation rate (AR) and number of silent pauses (NumSP), two important measures of L2 fluency. Repeated measures ANOVAs were conducted to examine the main and interaction effects of FS and sentence length (SL) on AR and NumSP. ^ Results of analyses of EI performances showed that both SL and FS had a significant effect on L2 fluency in speech production; however, these two variables had differential effects on AR and NumSP. SL had a strong effect on NumSP on EI performances: as the stimulus sentence becomes longer, NumSP on EI performances increases. The presence of FS had a larger effect on AR than on NumSP: higher proportion of formulaic sequences in language use contributes to faster articulation rate, while the processing advantage of formulaic sequences helps reduce the number of silent pauses when the processing load is large. ^ Findings of this study suggest that the presence of formulaic sequences create a processing advantage for L2 speakers and that EI tasks prompt language comprehension and processing. Findings have important implications for language teaching and assessment, in particular with respect to the teaching of formulaic sequences and the use of EI as a measure of L2 proficiency. Recommendations for future research of formulaic sequences and development of EI tasks are discussed
Review Essay: A Critique of Flynn's Parameter-Setting Model of Second Language Acquisition
This paper is a critique of the parameter-setting model of second language acquisition proposed by Suzanne Flynn. Flynn has applied the notion of a universal head direction parameter to the prediction of acquisition of English adverbial clause structure and anaphoric relations by L1 Spanish, Japanese, and Chinese learners. In two studies involving elicited imitation and comprehension of target language sentences, Flynn argues that the head direction parameter explains the pattern of results. One proficiency group of Spanish learners revealed a greater ease in production of postposed (forward) pronoun anaphora over prcposcd (backward) anaphora, while Japanese and Chinese learners showed no differences. Flynn claims that the match in head direction between Spanish and English favors this outcome and related results, while Japanese and Chinese learners have difficulty because of the mismatch. This critique raises serious questions as to the adequacy of Flynn's methodology and model to investigate the issue or explain the results
Research methods
This paper begins with the assumption that there is no perfect study. Rather,
the process of conducting language acquisition research involves numerous decisions,
each of which is accompanied by a set of strengths and weaknesses and which
must be justified as appropriate to the substantive domain and the research questions
being addressed. The chapter describes many of these choices and their corresponding
benefits and drawbacks, illustrating key concepts and techniques with examples
while making frequent reference to methodological issues and trends currently taking
place in the field. In particular, we focus on major decisions related to (a) research
designs, both descriptive/observational and (quasi-)experimental; (b) elicitation techniques
and instruments for collecting data both linguistic (e.g., grammaticality judgment
tasks) and non-linguistic (e.g., questionnaires) in nature; and (c) quantitative
(e.g., analysis of variance) and qualitative (e.g., grounded theory) techniques for
analyzing data
FlĂŒssigkeit und Korrektheit â FlĂŒssigkeit oder Korrektheit?: Ergebnisse einer Interventionsstudie in niederschwelligen Intensivkursen fĂŒr erwachsene DaZ-AnfĂ€ngerinnen und -AnfĂ€nger
Cette Ă©tude examine lâefficacitĂ© dâun enseignement basĂ© principalement sur lâapproche lexicale (lexical approach) (Lewis, 1993 ; Lewis, 1997), soit sur lâapprentissage de sĂ©quences de mots avec des parties variables (chunks) et sur un entraĂźnement rĂ©gulier Ă la fluiditĂ© (Nation & Meara, 2002), dans le cadre de cours dâallemand langue seconde, destinĂ©s Ă des adultes dĂ©butants en partie peu scolarisĂ©s. LâĂ©tude, conçue de maniĂšre quasi-expĂ©rimentale, a comportĂ© un groupe expĂ©rimental (GE) et un groupe tĂ©moin (GT). Elle a portĂ© sur douze classes, rĂ©parties en six paires de deux classes, qui ont Ă©tudiĂ© un manuel de cours complet. Pour chaque paire, une classe a suivi un enseignement basĂ© sur le concept expĂ©rimental et utilisĂ© les ressources didactiques adaptĂ©es, tandis quelâautre classe a travaillĂ© selon le concept et avec les ressources didactiques tĂ©moin qui, pour lâessentiel, correspondaient au matĂ©riel didactique original. Le concept tĂ©moin repose principalement sur un enseignement explicite de la grammaire et sur une Ă©tude du vocabulaire par mots isolĂ©s. Lors dâun test initial puis dâun test final, diverses compĂ©tences orales et Ă©crites des participants ont Ă©tĂ© Ă©valuĂ©es. En outre, des entretiens menĂ©s avec les enseignants ont permis de rĂ©colter des informations quant Ă lâadĂ©quation des concepts didactiques aux besoins du groupe cible ainsi quâaux particularitĂ©s des processus dâenseignement et dâapprentissage propres aux deux groupes. Les entretiens donnent Ă penser que, dans lâensemble, les deux concepts permettent un enseignement de bonne qualitĂ©. Les participants du groupe expĂ©rimental qui ont delâexpĂ©rience dans lâapprentissage des langues Ă©trangĂšres et ceux qui mettent la prioritĂ© sur la correction de leur expression dĂ©plorent parfois que les ressources et lâenseignement ne soient pas plus axĂ©s sur la grammaire. Ils voient gĂ©nĂ©ralement dans lâentraĂźnement Ă la fluiditĂ© une bonne occasion dâapprendre. Les observations des enseignants confirment que le concept expĂ©rimental correspond mieux Ă des apprenants peu scolarisĂ©s, alors que le concept tĂ©moin est plus adaptĂ© Ă des apprenants disposant dâun bon bagage scolaire. Les enseignants du groupe expĂ©rimental regrettent parfois lâabsence de la mĂ©talangue grammaticale pour corriger les erreurs. De plus, ils dĂ©plorent que des erreurs de langue soient souvent rĂ©pĂ©tĂ©es et assimilĂ©es lors de lâentraĂźnementĂ la fluiditĂ©, et quâils nâaient pas suffisamment dâoccasions de les corriger.The present study explores the potential value of implementing the Lexical Approach (Lewis, 1993; 1997) and regular fluency trainings (Nation & Meara, 2002) in courses teaching German as a second language to adult beginners who, to varying degrees, have not had much previous schooling. When implementing the Lexical Approach, learning chunks (multiple-word items, partially with open slots) is crucial. Based on a quasi-experimental design with an intervention group (IG) and a control group (CG), twelve classes divided into six pairs worked their way through an entire textbook. The teaching concept and the materials used in one class of each pair implemented the intervention concept, while the concept and the materials used in the other class were mainly in line with the course design foreseen by the original materials, and thus served as a control. Major features of the CG concept include explicit grammar instruction and vocabulary work with single words. Various written and oral language skills were measured in an initial and a final test. Interviews with teachers were held to shed light on the suitability of the teaching concepts for the target group and to better understand the specific features of the teaching and learning processes in both groups. The interviews lead to the conclusion that, in general, both concepts can be applied to good effect. In part, IG learners with experience in learning foreign languages as well as students interested in improving accuracy missed grammar instruction and exercises. Overall they viewed fluency training as a good opportunity to learn. According to the teachers, the IG concept is better suited for students who have had less formal schooling, while the CG approach meets the needs of students with a stronger educational background. Teachers in the IG sometimes missed having a grammatical metalanguageto correct errors; they furthermore found it problematic that they had few opportunities to intervene during fluency training, in which learners frequently repeated, and thus reinforced, incorrect language.Die vorliegende Studie geht der Frage nach, mit welchem Erfolg in Deutsch-als- Zweitsprache-Kursen fĂŒr teilweise schulungewohnte erwachsene Deutsch- AnfĂ€nger/innen mi teinem Unterrichtskonzept gelernt wird, das weitgehend auf dem Lexikalischen Ansatz (Lexical Approach) (Lewis, 1993; 1997), und damit dem Lernen von Chunks (Mehrworteinheitenmit teilweise variablen Stellen), sowie auf regelmĂ€ssigem FlĂŒssigkeitstraining(Nation & Meara, 2002) beruht. In einem quasi- experimentellen Design mit Interventions- und Kontrollgruppe (IG und KG) arbeiteten zwölf Klassen in sechs Klassenpaaren jeweils einen ganzen Lehrwerkband durch. Unterricht und Materialien der einen Klasse jedes Paares setzten dabei das skizzierte Interventionskonzept um, Unterricht und Materialien der anderen Klasse das Kontrollkonzept, das im Wesentlichen mit dem Konzept derOriginalmaterialien ĂŒbereinstimmt. Wichtige Elemente des Konzepts der KG sind expliziter Grammatikunterricht und Wortschatzarbeit mit Einzelwörtern. Bei einem Eingangstest und einem Abschlusstest wurden verschiedene schriftliche und mĂŒndliche Sprachkompetenzen gemessen. Interviews mit den Kursleitenden sollten zudem u. a. Aufschluss geben ĂŒber die Eignung der Unterrichtskonzepte fĂŒr die Zielgruppe sowie ĂŒber Besonderheiten der Unterrichts- und Lernprozesse in den beiden Gruppen. Aus den Interviews geht hervor, dass nach beiden Konzepten insgesamt gut unterrichtet werden konnte. Kursteilnehmerinnen und -teilnehmer der IG mit Erfahrung im Fremdsprachenlernen sowie solche mit einem Fokus auf Korrektheit vermissten teilweise Grammatikunterricht und -materialien. Das FlĂŒssigkeitstraining anerkannten sie insgesamt als gute Lerngelegenheit. Die Erfahrungen der Kursleitenden bestĂ€tigen, dass sich das Konzept der IG eher fĂŒr Schulungewohnte und das Konzept der KG eher fĂŒr Schulgewohnte eignet. Den Kursleitenden der IG fehlte gelegentlich bei der Fehlerkorrektur die grammatische Metasprache. Weiter hatten sie MĂŒhe damit, dass beim FlĂŒssigkeitstraining oft fehlerhafte Sprache wiederholt und somit eingeĂŒbt wurde, ohne dass sie genĂŒgend Gelegenheit fĂŒr Korrekturen hatten.Il presente studio si interroga sullâefficacia di un insegnamento basato principalmente sullâapproccio lessicale (lexical approach) (Lewis, 1993; 1997), focalizzato sullâapprendimento di chunk (sequenze di parole con parti variabili) e sulle esercitazioni di fluenza (Nation & Meara, 2002) in classi di tedesco L2 con apprendenti principianti adulti inparte poco abituati allâapprendimento formale. Allâinterno di un setting simil-sperimentale, costituito da un gruppo dâintervento eun gruppo di controllo (GI e GC), dodici classi suddivise in sei coppie hanno appreso il tedesco L2 seguendo un manuale. Nelle sei classi composte dal GI, la struttura e i materiali didattici delle lezioni seguono un paradigma didattico orientato allo studio dâintervento appena citato, mentre nelle sei classi composte dal GC, lâinsegnamento siattiene principalmente alla traccia prevista da un manuale, le cui caratteristiche principalisono un insegnamento esplicito della grammatica e un apprendimento del lessico con singole parole. Grazie a un test di entrata e un test finale, Ăš stato possibile valutare differenti competenze orali e scritte. Alcune interviste con i docenti hanno in oltre permesso di chiarire questioni legate allâidoneitĂ dei due piani di studio per i gruppi target ma anche di tematizzare particolaritĂ nel processo dâinsegnamento e apprendimentodi entrambi i gruppi. Dalle interviste emerge che, seguendo entrambi i piani di studio, Ăš stato possibile insegnare con profitto. Gli apprendenti del GI con esperienze pregresse nellâapprendimentodi LS e tendenti a volersi esprimere correttamente hanno tuttavia lamentato inparte la mancanza dellâinsegnamento della grammatica e di materiali didattici su temi grammaticali. Essi hanno tuttavia riconosciuto nelle esercitazioni di fluenza delle buone occasioni dâapprendimento. Le esperienze dei docenti confermano che il piano di studi del GI Ăš piĂč adatto a apprendenti non abituati a studiare una lingua, mentre quello del GC si presta piuttosto a chi Ăš abituato allâapprendimento formale. I docenti del GI hanno sentito la mancanza della metalingua grammaticale in occasione della correzione di errori;inoltre, hanno avuto poche occasioni per correggere errori durante le esercitazioni di fluenza: gli errori erano cosĂŹ ripetuti e parzialmente interiorizzati. I risultati dei due test che valutano lo sviluppo delle diverse competenz
On the Biological Foundations of Language: Recent Advances in Language Acquisition, Deterioration, and Neuroscience Begin to Converge
In this paper, experimental results on the study of language loss in pro- dromal Alzheimerâs disease (AD) in the elderly are linked to experimen- tal results from the study of language acquisition in the child, via a tran- sitional stage of Mild Cognitive Impairment (MCI). Recent brain imag- ing results from a pilot study comparing prodromal AD and normal ag- ing are reported. Both, behavioral results and their underlying neural underpinnings, identify the source of language deficits in MCI as break- down in syntaxâsemantics integration. These results are linked to inde- pendent discoveries regarding the ontogeny of language in the child and their neural foundations. It is suggested that these convergent results ad- vance our understanding of the true nature of maturational processes in language, allowing us to reconsider a âregression hypothesisâ (e.g., Ribot 1881), wherein later acquisition predicts earliest dissolution
The construction of a normative instrument for the measurement of moral reasoning
The main aim of this study was to construct a normative instrument for the measurement of different levels of moral reasoning. The sample comprised 426 undergraduate students in Industrial Psychology and Personnel Management from two Afrikaans speaking universities. A questionnaire was developed to measure different levels of moral reasoning on a normative scale. A factor analysis on 90 items yielded two factors. These factors were interpreted as principled moral reasoning and prescriptive moral reasoning. The two scales were subjected to an item analysis and yielded reliability coefficients of 0,936 and 0,937. The implications of these findings are discussed
The construction of a normative instrument for the measurement of moral reasoning
The main aim of this study was to construct a normative instrument for the measurement of different levels of moral reasoning. The sample comprised 426 undergraduate students in Industrial Psychology and Personnel Management from two Afrikaans speaking universities. A questionnaire was developed to measure different levels of moral reasoning on a normative scale. A factor analysis on 90 items yielded two factors. These factors were interpreted as principled moral reasoning and prescriptive moral reasoning. The two scales were subjected to an item analysis and yielded reliability coefficients of 0,936 and 0,937. The implications of these findings are discussed
Diversity, Disadvantage and Differential Outcomes: An analysis of Samoan students narratives of schooling
Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher-student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices
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