bluuebunny/crossref_metadata_2025_split huggingface dataset:
ADULT ACQUISITION OF ENGLISH AS A SECOND LANGUAGE UNDER DIFFERENT CONDITIONS OF EXPOSURE
Authors: Pica Teresa 
Published: October 2006

Claims have been made regarding the differing contributions of formal classroom versus naturalistic settings to second language acquisition (D'Anglejan 1978; Krashen 1976; Krashen and Seliger 1975; Sajavaara 1981). A study was designed to test such claims by investigating the production of English grammatical morphology by 18 adult native speakers of Spanish under three different conditions of exposure to English L2: (1) Instruction Only, (2) Naturalistic, and (3) Mixed (a combination of 1 and 2).Effects of the three conditions of second language exposure were revealed in the types of errors produced during individual conversations with a researcher: (1) All subjects made errors of morpheme oversuppliance in inappropriate contexts and morpheme omission in required contexts; however, the former were more prevalent among Instruction Only subjects, and the latter more common among Naturalistic subjects. These differences were statistically significant. (2) The Naturalistic group tended to omit plural ‐s endings on nouns which were premodified by quantifiers. This nonredundant marking of plurality, characteristic of many pidgin speakers, was significantly different from the nontarget plural productions of the other two groups. Despite these differences in production errors, statistically high correlations were found among the three groups of subjects with regard to rank order accuracy for grammatical morphology.Results of the study suggest that different conditions of exposure to English L2 do not significantly alter the accuracy order in which grammatical morphemes are produced. However, as reflected in production errors, different conditions appear to affect learners' hypotheses about the target morphology and their strategies for using it.
YET ANOTHER LOOK AT INTERLANGUAGE PHONOLOGY: THE MODIFICATION OF ENGLISH SYLLABLE STRUCTURE BY NATIVE SPEAKERS OF POLISH
Authors: Hodne Barbara 
Published: October 2006

Tarone (1980) attempted to show that some syllable structure errors in the interlanguage (IL) speech of learners of English from various language backgrounds were not attributable to language transfer and might provide evidence of a universal tendency to produce open (CV) syllables, an interlanguage process which she argued operates independently of language transfer The case study presented here follows essentially the same method of investigation that Tarone followed to gather evidence for the hypothesized universal preference for the open syllable, but uses speakers from a different language group (Polish) as subjects Since Polish features man) of the same complex syllable structures that English does, modification of these same complex syllable in the interlanguage would not appear to be attributable to transfer The next question would be whether the modifications found showed movement toward an open syllable.The results obtained here are less categorical than those obtained by Tarone Although a number of modifications were found which could not readily be attributed to transfer, only about half of these could be sad to show clear modification toward an open (CV) syllable pattern Although it IS possible that the preference for the open CV syllable operates as a variable rule in interlanguage phonology, with the native‐language (NL) background of the learner influencing the extent to which the rule is applied, it is suggested that the patterns of modification found here might best be analyzed not in terms of processes unique to IL phonology, but rather in terms of universal patterns of glottalization and epenthesis found in the speech of persons experiencing stress, whether they are speaking in their native language or in a second language.
Sex Differences in Listening Vocabulary*
Authors: Boyle Joseph P. 
Published: October 2006

Not enough attention has been paid in the past to the variable of sex differences in language‐learning research. This may be because it is taken as proven that girls are superior to boys in language ability. Although the majority of evidence does favor this conclusion, there is one area of language ability in which boys seem to be superior to girls, even in view of overall female superiority in language proficiency. This area is the comprehension of heard vocabulary.Evidence from first‐language studies prompted an experiment with second‐language subjects: two sets of Chinese college students (n= 285 and 205). Ten tests were used to establish general language proficiency, and two tests of listening vocabulary were included in the battery. With both sets of subjects, the females were superior in general language proficiency, but the males had higher mean scores in both tests of listening vocabulary.The difficulties of conducting such an experiment are discussed, notably the problem of constructing satisfactory listening vocabulary tests. Reasons for the phenomenon of male superiority in this select area of language ability are suggested, and similar experiments are encouraged.
Second‐Language Accent: The Relationship Between Discrimination and Perception in Acquisition*
Authors: Schneiderman Eta , Bourdages Johanne , Champagne Cécile 
Published: October 2006

This paper reports on a study which measures the relationship between the discrimination and production of segmental and prosodic elements in a second language. The measures employed in the study also served to assess the effects of a phonetic training program for French as a second language designed by the authors.Two questions are addressed in the present study: 1) Is there a systematic relationship between perception and production of the sound system in a second language? 2) What effect does a period of systematic discrimination training in the second language have on this relationship?The measures employed included tests of discrimination and production for French phones, rhythm, and prosody. The subjects' production test results were judged by highly trained, native speakers of French. Subjects for the study included a treated group which had undergone the phonetic training program and an untreated group which had not. Both groups were simultaneously enrolled in French as a second language courses. Testing took place prior to the start of the French courses and at the end of the semester immediately after they had finished.Although the results of the study indicate that discrimination ability initially exceeds production ability, they also suggest that explicit training may disrupt this relationship.
Tuck in Your Shirt, You Squid: Suggestions in ESL*
Authors: Banerjee Janet , Carrell Patricia L. 
Published: October 2006

A discourse completion questionnaire consisting of 60 situations designed to elicit suggestions in English was administered to 28 native speakers of Chinese or Malay and 12 native speakers of American English. The purpose of the study was to determine what, if any, differences exist between the way adult native speakers and nonnative speakers make suggestions and what implications there may be, if any, for the ESL classroom teacher in helping students develop pragmatic competence. Situations reflected three degrees of embarrassment to addressees who were varied by familiarity and sex.Speakers provided suggestions to about 50% of the situations, natives slightly more frequently than did nonnatives; however, nonnatives were slightly more direct in their responses than were natives. All subjects provided suggestions more frequently in urgent situations and less frequently in embarrassing situations. Simple statements of fact were the most common and neutral type of suggestions made by all speakers.Although suggestions made by native and nonnative speakers were basically similar in directness and frequency, they differed in the number and type of politeness strategies used. Examples of successful strategies used by native speakers, which could be taught to ESL students using a functional approach, as well as some of the pragmatically less successful strategies used by nonnative speakers are discussed.
Investigating Fluency in EFL: A Quantitative Approach*
Authors: Lennon Paul 
Published: October 2006

This paper investigates various easily quantifiable performance features that might function as objective indicators of oral fluency. It would be advantageous if we could assemble a set of variables that functioned as good indicators of what expert judges, such as experienced native‐speaker EFL teachers, are reacting to when subjectively assessing fluency. This would advance our knowledge of what constitutes fluency and especially what makes for perceived fluency differences among learners and how an individual learner improves in fluency over time.To these ends a sample of the spoken performance of four advanced EFL learners was recorded at the start of six‐months' residence in Britain and again shortly before departure. A panel of 10 native‐speaker teachers of EFL subjectively rated the recordings for global fluency and generally agreed that the second set was more fluent than was the first, though for each subject one or two panel members dissented.A battery of 12 readily quantifiable performance variables considered to be related to fluency was then assembled. Values per subject per recording were obtained, expressed as frequency rates or as proportions so that comparisons could be made between first and second renderings. For each variable, subjects' scores were compared between the two time points to ascertain in which features improvements were consistently manifested. For each variable t‐tests were conducted between sample means at Week 2 and Week 23. Improvement of note at the 0.05 level of significance was found for three variables (one‐tailed test), namely, speech rate, filled pauses per T‐Unit, and percentage of T‐Units followed by pause. Surprisingly, self‐corrections did not prove a good indicator.The implications of the study are that quantitative analysis can indeed help to identify fluency improvements in individual learners, and may have the potential to provide objective assessment of spoken fluency. Findings revealed two key areas of performance that seem to be important for fluency: (1) speech‐pause relationships in performance and (2) frequency of occurrence of dysfluency markers such as filled pauses and repetitions (but not necessarily self‐corrections).However, even from this small‐scale study it does seem that there is scope for individual variation among subjects in the precise areas in which fluency improvements may occur. Further research might be able to identify both “core” and “peripheral” fluency variables.Quantitative analysis has applications both as a testing instrument and as a diagnostic tool to identify individual learner strengths and weaknesses among the components of fluency. Investigation of native‐speaker performance might provide native‐like target score ranges on each variable for learners to aim at.
In Defense of Parameter‐Setting in L2 Acquisition: A Reply to Bley‐Vroman and Chaudron‘90*
Authors: Flynn Suzanne , Lust Barbara 
Published: October 2006

Bley‐Vroman and Chaudron (BV/C) (1990) challenge the theoretical and empirical validity of the results in Flynn (1983, 1987) and propose an alternative explanation of the reported results. In doing so, BV/C attempt to impugn the role of Universal Grammar (UG), particularly Parameter (P)‐setting, in L2 acquisition.In this paper, we demonstrate that BV/C's remarks are based on (1) failure to consider the theoretical and logical basis of the research paradigm they challenge; (2) simplistic interpretation of the parameter‐setting paradigm in UG, and (3) false assumptions regarding the statistical method, Analysis of Covariance (ANCOVA). In addition, (4) the putative “more plausible interpretation” they propose is not theoretically viable, is based on false assumptions regarding the empirical facts of language processing, and is inconsistent with precise analyses of the data that it is attempting to explain. Therefore, it in no way provides an alternative explanation for the results of Flynn's empirical studies. Thus, of the two accounts, only the P‐setting explanation remains as a viable explanation.
Communicative Writing Profiles: An Investigation of the Transferability of a Multiple‐Trait Scoring Instrument Across ESL Writing Assessment Contexts *
Authors: Hamp‐Lyons Liz , Henning Grant 
Published: October 2006

This study investigated the validity of using a multipletrait scoring procedure to obtain communicative writing profiles of the writing performance of adult nonnative English speakers in assessment contexts different from that for which the instrument was designed. Tran sferability could be of great benefit to those without the resources to design and pilot a multiple‐trait scoring instrument of their own. A modification of the New Profile Scale (NPS)was applied in the rating of 170 essays taken from two non‐NPS contexts, including 91 randomly selected essays of the Test of Written English and 79 essays written by a cohort of University of Michigan entering undergraduate nonnative English speaking students responding to the Michigan Writing Assessment.The scoring method taken as a who leappeared to be highly reliable in composite assessment, appropriate for application to essays of different timed lengths and rhetorical modes, and appropriateto writers of different levels of educational preparation. However, whereas the subscales of Communicative Quality and Linguistic Accuracy tended to show individual discriminant validity, little psychometric support for reporting scores on seven or five components of writing was found. Arguments for transferring the NPS for use in new writing assessment contexts would thus be educational rather than statistical.
Learner Use of Strategies in Interaction: Typology and Teachability*
Authors: Rost Michael , Ross Steven 
Published: October 2006

This paper reports on a two‐phase study of L2 learner use of listener feedback, particularly their use of clarification questions, in NS‐NNS discourse. The initial research questions of interest concerned the degree to which patterns in listener clarification questions could differentiate learners of varying proficiency, the degree to which use of clarification strategies (move types) could be explicitly taught (rather than developed alongside long‐term gains in proficiency), and the extent to which strategy use influenced actual understanding of listening passages.The first phase of the study was designed to formulate a typology of clarification questions associated with learners along a continuum of L2 proficiency. In this phase of the study, four types of clarification questions were identified through discriminant analysis as being related to language proficiency. These move types are defined as global reprise, local reprise, forward inferencing, and continuation signals.The second phase of the study was an elicitation experiment in which learners listened to a narrative and asked clarification questions. The study examined learner use of clarification questions in two distinct presentation settings (distant, video presentation and live, one‐on‐one presentation) and with three types of prior training in questioning strategies (global, local, and inferential). The experiment was designed to assess the effects of these presentation settings and of the prior training on learners’ ability to ask clarification questions of the native speakers and to summarize the story that they had heard. The results of this second phase of the study indicate that prior training of learners in specific questioning strategies can exert an effect on their subsequent behavior in interactions and can influence their immediate comprehension of a text as well.
Awareness of Text Structure: Effects on Recall*
Authors: Carrell Patricia L. 
Published: October 2006

Research in second language reading has shown relationships among reading comprehension, reading strategies, and metacognitive awareness of reading strategies (Block, 1986; Barnett, 1988; Carrell, 1989, Carrell, Pharis, & Liberto, 1989). Moreover, research with native speakers of English has shown differences in speakers’ awareness of particular expository text structures (comparison/contrast, description, causation, and problem/solution) and their recall of texts written in those structures (Richgels, McGee, Lomax, & Sheard, 1987). Whereas previous research in ESL has examined the effects of differences in rhetorical structure on learners’ recall of English narrative (Carrell, 1984a) and expository text (Carrell, 1984b, 1985), this ESL research has not investigated differences between learners’ awareness of particular text structures and their recall of texts written in those structures. Nor has the ESL research contrasted different measures of structure awareness. The study reported in this paper was designed to investigate these relationships in EFL/ESL reading.Forty‐five high‐intermediate proficiency ESL students produced written recalls of both comparison/contrast and collection of description texts. In addition, two different measures of awareness were included: (1)use of organization in written recall, and (2) recognition of organization in response to a probe question. Results showed that there were no differences in levels of awareness, regardless of how it was measured, due to differences in text structure, nor were there any differences in the quantity of information recalled between text structures. However, there were differences in the quality of information recalled as a function of text structure. Finally, in terms of relationships between awareness and recall, subjects who used the structure of the reading passages to organize written recalls showed superior recall both quantitatively and qualitatively.
Affective Variables and a Less Commonly Taught Language: A Study in Beginning Japanese Classes*
Authors: Samimy Keiko Komiya , Tabuse Motoko 
Published: October 2006

Learning a less commonly taught language or a “noncognate” language such as Japanese can be a daunting task for American students. The number of American students who are studying Asian languages at the university level‐in particular Japanese and Chinese‐is skyrocketing. Unfortunately, however, the attrition rate among these students is also very high.The present study explored the possible relationships between affective variables (e.g., attitudes, motivation, classroom personality) and students' linguistic performance in beginning Japanese classes. It was hypothesized that the high difficulty level of this noncognate non‐IndoEuropean language would trigger strong negative affective reactions that would, in turn, affect their linguistic performance.The results of the study indicate that motivation and attitudinal factors are critical in predicting students' success in Japanese. Classroom personality factors such as risktaking and discomfort were also found to be determinants of the students' final grades. In addition, negative changes in the students' attitude and motivation were observed when the results of the autumn quarter were compared with those of the spring quarter.Based on these findings, recommendations are made to enhance students' motivation and attitude toward learning Japanese.
British Rule and African Civilization in Tanganyika
Authors: CHACHAGE C.S.L. 
Published: October 2006

Abstract
This paper examines the systematization of the ideology of African civilization in Tanganyika between the wars, in the context of colonial strategies of Indirect Rule. It shows that largely fictitious images of African history, tradition, social structure and culture were developed in an attempt to co‐opt elements of the colonized, against the background of widespread resistance to colonialism and a pervasive post‐World War I crisis of the ‘civilizing mission’. Administrators. missionaries, social scientists and others contributed to this ideology of ‘Africanity’. Attention is also drawn to the striking parallels between aspects of African civilization and post‐1967 African socialism, and the suggestion made that the connecting link lies in African intellectuals from the 1930s embracing notions of African civilization to deal with the contradictions of their own position in colonial Tanganyika.History has to be rewritten in each generation, because although the past does not change the present does; each generation asks new questions of the past, and finds new areas of sympathy as it relives different aspects of the experience of its predecessors.
The Antinomies of Ruling Class Culture: The Buenos Aires Elite, 1880–1910
Authors: JOHNS MICHAEL 
Published: October 2006

Abstract
To legitimate their privileged, rentier position, and to trumpet Argentine progress, the rulers of Buenos Aires lavished much of their extraordinary wealth on a cosmopolitan style of consumption designed to imitate, if not outdo, the elites of Paris and London. But, the local relations of production and politics lagged behind this ruling class’ advanced status as consumers. Hence the unresolved tension in its desire to create a modern, cosmopolitan city out of western European commodities and styles, and the aristocratic, conservative, even provincial meaning it gave that imported modernity.It is the hard fate of new aristocracies that the element of error, with them, has to be contemporary—not relegated to the dimness of the past, but receiving the full modern glare, a light fatal to the fond theory that the best society, everywhere, has grown, in all sorts of ways, in spite of itself. Henry James The American Scene
P.S.I. Now — A Review of Progress and Problems*
Authors: Boud D. J. , Bridge W. A. , Willoughby L. 
Published: October 2006

AbstractThis paper aims to describe the original formulation and some of the subsequent interpretations, applications and evaluations of the self‐paced method of instruction known as the Keller plan, or the Personalised System of Instruction. Emphasis is placed upon bringing together evidence from the authors' own evaluations of such courses in the U.K., and from literature in this field. It is intended that this should give a framework for discussion of the method and indicate its advantages and limitations to potential users.
A Computerized Item Banking System (CIBS)
Authors: Newbould C A , Massey A J 
Published: October 2006

AbstractThe functions and characteristics of a Computerized Item Banking System (CIBS) are described and related to the processes and requirements of the cycle of multiple choice test development. It is suggested that the system is sufficiently robust for it to be of value to potential item bank users who can gain access to data processing resources, including groups of teachers, currently dissuaded from banking items by the labour required to maintain manual systems.
Integrative Structural Objectives
Authors: Reti Peter G 
Published: October 2006

AbstractThis paper represents an attempt to bring together three lines of ongoing curriculum development: the structural analysis of course‐content, the use of ‘organizers’, and the formulation of objectives; and to relate these to the problems of compartmentalization of understanding that students on theoretical courses frequently encounter. Central to this paper is the argument that too much emphasis is currently being placed on vertical analyses of course‐content, and that this is aggravated by the fragmentation of content into numerous objectives stated as learning outcomes. A complementary approach is proposed, focusing upon the relationships between major coordinate course elements, and the use of task‐based objectives as a means of enabling students to consolidate these relationships.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part I—IPS
Authors: Barker P G , Steele J W 
Published: October 2006

AbstractIPS is a sophisticated courseware authoring tool. This paper presents an overview of the language, its structure and mode of operation. Some illustrative examples of its use are given and the results of some initial investigations of its potential as a tool for computer‐assisted instruction in an open‐learning environment are briefly described.