- Labrador, B., Ramon, N., Alaiz-Moreton, H. & Sanjurjo-Gonzalez, H. (2014). Rhetorical structure and persuasive language in the subgenre of online advertisements. English for Specific Purposes, 34(Apr), 38-47.
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摘要:This paper aims to reveal the rhetorical structure and the linguistic features of persuasive language in online advertisements of electronic products. Nowadays, the bulk of e-commerce is carried out in English, and it is often the case that non-native speakers are required to write different text types for various professional purposes, including promotional texts. This need has prompted the present study and the results have been used to build software to help native speakers of Spanish when writing promotional texts in English. The analysis reveals that these texts typically have two main rhetorical moves: one for identifying the product and another one for describing it. The latter move is further divided into two steps: one including objective features (size, weight, etc.) and the other focusing on persuading the potential customer. This is mainly achieved with the use of a relatively informal style (imperatives, contractions, clipping, subject/auxiliary omissions, etc.) and lexico-grammatical elements conveying positive evaluation (multiple modification, multal quantifying expressions, etc.). The findings show that online advertisements of electronic products may be regarded as a specific subgenre with particular macro- and microlinguistic characteristics, which have been identified in this paper for technical writing assistance. [Copyright The American University; published by Elsevier Ltd.]
关键词:applied linguistics, writing instruction, acquisition, processes, and testing, Advertisements, English, Computer Mediated Communication, Persuasion, Rhetoric, Second Language Writing, Computer Software, Spanish, English as a Second Language
- Martin, P., Leon P. & Isabel K. (2014). Convincing peers of the value of one's research: A genre analysis of rhetorical promotion in academic texts. English for Specific Purposes, 34(Apr), 1-13.
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摘要:Intercultural studies have shown the existence of rhetorical variation in the prevalent discourse practices of multilingual scholars and those of English-speaking scholars. In this paper, we examine comparatively the typical rhetorical practices used in the Introduction section of 80 research articles written in English and 80 in Spanish in four disciplines in the fields of Health Sciences and Humanities/Social Sciences. We particularly examine how writers present their research studies in Move 3 (Swales, 2004), with a special focus on those steps that add promotional value to one's research. The results revealed that, within the same field, the English texts present a higher degree of rhetorical promotion than the Spanish texts in each of the disciplines analysed. However, when comparing the two broad fields, the Spanish texts in Health Sciences present a higher degree of promotion than the English (and Spanish) texts in Humanities/Social Sciences. This indicates that, in shaping the promotional features of the (sub)genre in question, when professional and national cultural variables interact simultaneously, cultural factors tend to override the influence of disciplinary context. However, when broad fields of knowledge are compared, it is the disciplinary conventions in specific professional subcultures that seem to prevail over national cultural factors. [Copyright The American University; published by Elsevier Ltd.]
关键词:discourse analysis/text linguistics, discourse analysis, Spanish, English, Cultural Factors, Genre Analysis, Academic Discourse, Discourse Analysis, Rhetoric
- Beuls, Katrien. (2014). Grammatical error diagnosis in fluid construction grammar: A case study in L2 Spanish verb morphology. Computer Assisted Language Learning, 27(3), 246-260.
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摘要:Construction grammar (CG) has been proposed as an adequate grammatical formalism for building intelligent language tutoring systems because it is highly compatible with the learning strategies observed in second language learning. Unfortunately, the lack of computational CG implementations has made it impossible in the past to corroborate these proposals with actual language tutoring prototypes. However, recent advances in Fluid Construction Grammar (FCG) now offer exciting new ways of operationalizing robust and open-ended language processing within a CG approach. This paper demonstrates its adequacy for ICALL applications through a case study on error diagnosis in the domain of Spanish tense, aspect and modal morphology. The performance of the FCG tutor is tested on the Spanish Learner Language Oral Corpus (SPLOCC 2). This first FCG Spanish error diagnostic prototype achieves an accuracy of 70% on a total of 500 conjugation errors in four oral tasks carried out by 20 low intermediate and 20 advanced English learners of Spanish. Follow-up experiments will test this prototype on larger learner corpora of differing proficiency levels. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, Spanish, Construction Grammar, Error Analysis Language, Spanish as a Second Language Learning, Verbs, Morphological Analysis, Grammatical Analysis
- Bridges, K. & Hoff, E. (2014). Older sibling influences on the language environment and language development of toddlers in bilingual homes. Applied Psycholinguistics, 35(2), 225-241.
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摘要:Two separate studies examined older siblings' influence on the language exposure and language development of US-born toddlers who were being raised in bilingual homes. The participants in Study 1 were 60 children between 16 and 30 months who had heard English and another language at home from birth; 26 had older siblings, and 34 did not. The participants in Study 2 were 27 children, assessed at 22 and 30 months, who had heard English and Spanish from birth; 14 had school-aged older siblings, and 13 did not. Both studies found that older siblings used English more in talking to the toddlers than did other household members and that toddlers with older siblings were more advanced in English language development. Study 2 also found that the presence of a school-aged older sibling increased mothers' use of English with their toddlers and that toddlers without a school-aged older sibling were more advanced in Spanish than the toddlers with a school-aged older sibling. These findings contribute to a picture of the complex processes that shape language use in bilingual homes and cause variability in young children's bilingual development. Adapted from the source document
关键词:psycholinguistics, child language acquisition, Siblings, English, Bilingualism, Language Acquisition, Children, Spanish, Language Use
- Uchikoshi, Y. (2014). Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners. Applied Psycholinguistics, 35(1), 119-153.
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摘要:This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print. Adapted from the source document
关键词:psycholinguistics, child language acquisition, Cantonese, English as a Second Language Learning, Spanish, Children, Bilingualism, Vocabulary Size, Vocabulary Learning, Native Language Acquisition, Language Acquisition
- Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97, 254-275.
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摘要:This study investigates caption-reading behavior by foreign language (L2) learners and, through eye-tracking methodology, explores the extent to which the relationship between the native and target language affects that behavior. Second-year (4th semester) English-speaking learners of Arabic, Chinese, Russian, and Spanish watched 2 videos differing in content familiarity, each dubbed and captioned in the target language. Results indicated that time spent on captions differed significantly by language: Arabic learners spent more time on captions than learners of Spanish and Russian. A significant interaction between language and content familiarity occurred: Chinese learners spent less time on captions in the unfamiliar content video than the familiar, while others spent comparable times on each. Based on dual-processing and cognitive load theories, we posit that the Chinese learners experienced a split-attention effect when verbal processing was difficult and that, overall, captioning benefits during the 4th semester of language learning are constrained by L2 differences, including differences in script, vocabulary knowledge, concomitant L2 proficiency, and instructional methods. Results are triangulated with qualitative findings from interviews.
关键词:applied linguistics, non-native language learning languages other than English, Second Language Learning, Attention, Eye Movements, Subtitling, Second Language Reading, Chinese, Arabic, Spanish, Russian
- Sagarra, N., & Herschensohn, J. (2011). Proficiency and Animacy Effects on L2 gender agreement processes during comprehension. Language Learning, 61, 80-116.
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摘要:This study examines whether adult second language (L2) learners of an ungendered first language (L1) are sensitive to gender congruency (grammatical feature absent in the L1) and noun animacy (semantic feature present in the L1) when processing L2 gender concord and whether L2 proficiency level determines such sensitivity. To address these questions, 63 Spanish monolinguals and 69 beginning and 64 intermediate Anglophone late learners of L2 Spanish completed a moving-window and a grammaticality judgment task with sentences with gender concord and discord with animate and inanimate nouns. The moving-window data reveal longer reading times in sentences with gender discord than concord and in those with animate than inanimate nouns in intermediates and Spanish monolinguals but not in beginners. Similarly, grammaticality judgments show that intermediates are more accurate in sentences with inanimate than animate nouns and are better than beginners in sentences with gender agreement violations. These results suggest that intermediate learners display targetlike patterns that are more qualitatively similar to those of natives than beginners, both in terms of semantic and grammatical features. In addition, these findings indicate that agreement with animate nouns is cognitively more demanding than with inanimate nouns both for intermediates and Spanish monolinguals, in line with lexical and syntactic accounts of gender.
关键词:Spanish as a Second Language Learning, Spanish, Gender Grammatical, Animacy and Inanimacy, Language Proficiency, Language Processing, Grammaticality
- Trude, A. M., & Tokowicz, N. (2011). Negative transfer from Spanish and English to Portuguese pronunciation: The roles of inhibition and working memory. Language Learning, 61, 259-280.
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摘要:We examined negative transfer from English and Spanish to Portuguese pronunciation. Participants were native English speakers, some of whom spoke Spanish. Participants completed a computer-based Portuguese pronunciation tutorial and then pronounced trained letter-to-sound correspondences in unfamiliar Portuguese words; some shared orthographic form with their translation in Spanish or Spanish and English. Spanish-speaking participants were more accurate and made more Spanish-like than English-like errors. Contrary to predictions, non-Spanish speakers made more Spanish-like than English-like errors on cognates. Participants with higher working memory were more accurate and made more Spanish-sounding errors on cognates. The results suggest that the first language is inhibited during second-language production and that higher working memory is associated with an improved ability to inhibit the first language.
关键词:N Behavioral and Cognitive Neuroscience, Spanish, English, Second Language Learning, Pronunciation, Portuguese as a Second Language, Portuguese, Grapheme Phoneme Correspondence, Transfer Learning, Short Term Memory
- Bylunda, E., Abrahamssona, N., & Hyltenst, K. (2012). Does first language maintenance hamper nativelikeness in a second language? A study of ultimate attainment in early bilinguals. Studies in Second Language Acquisition, 34, 215-241.
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摘要:Within the field of SLA, the incidence of nativelikeness in second language (L2) speakers has typically been explained as a function of age of acquisition. An alternative interpretation, however, is that L2 learners do not attain nativelike proficiency because of first language (L1) maintenance. This interpretation has nevertheless remained mostly theoretical due to the lack of empirical evidence. This study sets out to address the role of L1 proficiency in L2 ultimate attainment by examining L1 and L2 proficiency in 30 early L1 Spanish-L2 Swedish bilinguals. Language proficiency was assessed through grammaticality judgment tests and cloze tests, and additional data on language aptitude were collected through the Swansea Language Aptitude Test (v.2.0; Meara, Milton, & Lorenzo-Dus, 2002). The results showed positive correlations between nativelike L1 and L2 behavior. Additionally, it was found that language aptitude was positively correlated with nativelike L1 and L2 performance. In view of these findings, it is suggested that (a) L1 maintenance does not hamper L2 nativelikeness and (b) language aptitude is an important factor for bilingual ultimate attainment. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, Second Language Learning, Language Proficiency, Bilingualism, Language Maintenance, Spanish, Swedish
- Vinagre, M., & Munoz, B. (2011). Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges. Language Learning&Technology, 15, 72-103.
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摘要:Recent studies illustrate the potential that intercultural telecollaborative exchanges entail for language development through the use of corrective feedback from collaborating partners (Kessler, 2009; Lee, 2008; Sauro, 2009; Ware & O'Dowd, 2008). We build on this growing body of research by presenting the findings of a three-month-long research project that explored the impact of peer feedback on the development of learner accuracy. Our aim was to study participants' attention to form and the relative effectiveness of error correction strategies. In order to do so, we organised an e-mail exchange between seventeen post-secondary learners of Spanish and German. Data consist of exchanges between the five dyads who completed the full three-month project. As suggested by Vinagre and Lera (2008), analysis of these data indicate that despite frequent use of error correction, the use of remediation led to a higher percentage of errors recycled and was more conducive to error recycling in later language production. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, Error Analysis Language, Feedback, Peers, E Mail, Second Language Learning, Spanish, Language Proficiency, German, Computer Mediated Communication
- Thomas, H. K., & Healy, A. F. (2012). A comparison of rereading benefits in first and second language reading. Language Learning, 62, 198-235.
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摘要:Text comprehension models in first and second language reading research posit that slow word recognition inhibits reading speed and decreases comprehension. To investigate the role of word recognition in reading, 2 experiments examined rereading benefits in participants' first and second languages using scrambled and normal versions of English and Spanish texts. Native English speakers with intermediate (Experiment 1) or advanced (Experiment 2) Spanish skills demonstrated word- and text-level transfer in both English and Spanish. However, advanced Spanish readers did not exhibit word-level transfer when reading simple Spanish texts. These results suggest that fluent reading may be strongly influenced not just by word recognition, but also by text difficulty relative to reader skill, as well as other factors. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, applied linguistics, reading processes, English, Spanish, Transfer Learning, Word Recognition, Second Language Reading, Reading Processes, Reading Comprehension
- Trude, A. M., & Tokowicz, N. (2011). Negative transfer from Spanish and English to Portuguese pronunciation: The roles of inhibition and working memory. Language Learning, 61, 259-280.
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摘要:We examined negative transfer from English and Spanish to Portuguese pronunciation. Participants were native English speakers, some of whom spoke Spanish. Participants completed a computer-based Portuguese pronunciation tutorial and then pronounced trained letter-to-sound correspondences in unfamiliar Portuguese words; some shared orthographic form with their translation in Spanish or Spanish and English. Spanish-speaking participants were more accurate and made more Spanish-like than English-like errors. Contrary to predictions, non-Spanish speakers made more Spanish-like than English-like errors on cognates. Participants with higher working memory were more accurate and made more Spanish-sounding errors on cognates. The results suggest that the first language is inhibited during second-language production and that higher working memory is associated with an improved ability to inhibit the first language. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Spanish, English, Second Language Learning, Pronunciation, Portuguese as a Second Language, Portuguese, Grapheme Phoneme Correspondence, Transfer Learning, Short Term Memory
- Soler, V. (2011). Comparative and contrastive observations on scientific titles written in English and Spanish. English for Specific Purposes, 30, 124-137.
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摘要:This research focuses on the structural construction of scientific titles in English and Spanish in research papers (RP) and review papers (RVP) in the biological and social sciences. The questions raised were (i) whether structural construction is a key distinctive feature between RP and RVP titles; (ii) whether the inherent peculiarities of scientific disciplines imprint differences on the structural constructions of RP and RVP titles; and (iii) whether language-specific differences can be identified. To this end, a total of 1140 titles were analyzed, words per title were counted to measure their length and all structural constructions detected were registered. The major findings are: (a) the prevalence of nominal-group titles as a linguistic strategy of scientific discourse rather than as a disciplinary, generic or language characteristic; (b) the frequency of full-sentence construction in RP titles of the biological sciences; (c) the predominance of RP compound titles in the social sciences, and more flexibility of Spanish in the use of punctuation marks for the division of this title type; and (d) statistically significant differences in the length of RP titles in terms of discipline and language. Lines of evidence from this research contribute to underlining suggestions on how to guide novice scientists to write titles appropriately. [Copyright The American University; published by Elsevier Ltd.]
关键词:applied linguistics, language for special purposes, discourse analysis/text linguistics, stylistics, Spanish, English, Academic Language, Scientific Technical Language, Language for Special Purposes, Biology, Titles, Social Sciences
- Perez-Llantada, C., Plo, R., & Ferguson, G. R. (2011). "You don't say what you know, only what you can": The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30, 18-30.
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摘要:This paper is a contribution to an expanding literature on the challenges non-Anglophone academics confront in disseminating their research in English, the dominant language of international scientific communication. Drawing on a corpus of interviews with senior Spanish academics, who remain a relatively little researched academic community compared to many others, we focus on the English language publishing/dissemination practices of our subjects, on their attitudes to the dominance of English, on their perceptions of the most problematic aspects of writing in English, and on their views as to how they might best be supported by their university with regard to their English language needs. The overall aim is to better understand how these academics cope with the challenge of disseminating research in English with a view to formulating the most realistic and most appropriate interventions to support them. Salient among our findings is that subjects report a particular sense of disadvantage in relation to spoken communication at conferences, more so than for academic writing. This, therefore, is a potentially fruitful area for supportive intervention along with others discussed in the conclusion to the paper. [Copyright The American University; published by Elsevier Ltd.]
关键词:sociolinguistics, language planning/policy, English for Academic Purposes, Language Policy, Spanish, Second Language Writing, Scientific Technical Language, Interviews, Language Attitudes, Language Dominance
- Soler-Monreal, C., Carbonell-Olivares, M., & Gil-Salom, L. (2011). A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions. English for Specific Purposes, 30, 4-17.
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摘要:This paper presents an analysis of the introductory sections of a corpus of 20 doctoral theses on computing written in Spanish and in English. Our aim was to ascertain whether the theses, produced within the same scientific-technological area but by authors from different cultural and linguistic backgrounds, employed the same rhetorical strategies to introduce the work presented. The analysis follows the Swalesian approach and is based on a move/step/sub-step model proposed for PhD introductions in Spanish (Carbonell-Olivares, Gil-Salom, & Soler-Monreal, 2009). The Spanish academic conventions appear to be that move 1 (M1-Establishing the Territory) and move 3 (M3-Occupying the Niche) are obligatory moves in PhD thesis introductions in Spanish, while move 2 (M2-Establishing the Niche) is optional. The structure of English thesis introductions reveals that they conform more closely to the M1-M2-M3 arrangement. Moreover, combinations of moves and patterns, cyclicity and embedding make their organisation more complex. The step analysis suggests that introductions in both languages rely mainly on the presentation of background information and the work carried out. However, the English introductions tend to stress the writer's own work, its originality and its contribution to the field of study. They also present more embedding and overlapping of steps and sub-steps than the Spanish texts. [Copyright The American University; published by Elsevier Ltd.]
关键词:descriptive linguistics, comparative linguistics, Contrastive Analysis, Rhetoric, Discourse Structure, Academic Language, English, Spanish, Cultural Differences, Scientific Technical Language, Text Analysis
- Jauregi, K., Canto, S., de Graaff, R., Koenraad T., & Moonen, M. (2011). Verbal interaction in Second Life: Towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77-101.
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摘要:Within a European project on Networked Interaction in Foreign Language Acquisition and Research (NIFLAR), Second Life was used as a 3D virtual world in which language students can communicate synchronously with native speakers in the target language, while undertaking action together. For this context, a set of design principles for interaction tasks was developed aiming at maximizing authentic social interaction and intercultural awareness, while exploiting the specific affordances of the virtual environment being used. These design principles were applied and tested in a case study in which two foreign language learners of Spanish and two pre-service teachers carried out four interaction tasks in the virtual world of Second Life. In this article we first present and discuss the framework for task development and assessment. We then show the results of the case study conducted in Second Life which aimed at: (1) applying and assessing the design principles for task elaboration, (2) analyzing the kind of interaction the tasks elicited in the virtual world, (3) exploring whether the specific affordances of the virtual environment were adequately used for enhancing interaction, and (4) studying whether and how the condition anonymity versus familiarity may play a role in modeling virtual interaction. Adapted from the source document
关键词:descriptive linguistics, computational/mathematical linguistics and machine translation, applied linguistics, non-native language instruction languages other than English, Second Language Learning, Case Studies, Teachers, Second Language Instruction, Spanish, Computer Software, Students
- Vickers, C., & Goble, R. (2011). Well, Now, Okey Dokey: English Discourse Markers in Spanish-Language Medical Consultations. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(4), 536-567.
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摘要:The purpose of this article is to examine the use of English discourse markers (EDMs) in medical consultations that were conducted in Spanish. Data are collected from an audio-recorded corpus of Spanish-language consultations that took place in a small community clinic in the United States as well as post-consultation interviews with patients and providers. Through the quantification of the use of discourse makers in the corpus and discourse analysis of transcripts, this article demonstrates that English-dominant medical providers use EDMs more frequently and with a broader range of functions than Spanish-dominant medical providers and patients. Such use of EDMs serves to exacerbate the power relationship between providers and patients even though it does not cause overt miscommunication in the ongoing interaction. The implications for providers who use a second language in their medical consultations are discussed. Adapted from the source document
关键词:interpersonal behavior and communication, cross-cultural communication and behavior, discourse analysis/text linguistics, discourse analysis, Patients, English, Discourse Markers, Discourse Analysis, Spanish, Communication Failure, Health Care Practitioners, Practitioner Patient Relationship, Cross Cultural Communication
- Ballinger, S., & Lyster, R. (2011). Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289-306.
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摘要:This study examines the Spanish use of students and teachers at a US two-way immersion school. Students and teachers from Grades 1, 3, and 8 (5-6-year-olds, 7-8-years-olds, and 12-13-year-olds, respectively) were observed and interviewed, and students completed questionnaires to determine what factors influenced their language of choice and their divergence from Spanish when it was the language of instruction. Although students showed an overall preference for English, particularly in interactions with peers, findings indicate that students' language background, culturally relevant teaching activities, teacher language use, and students' sensitivity to others' need for language accommodation influenced their use of Spanish with peers. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Bilingual Education, English, Spanish, United States of America, Language of Instruction, Classroom Communication, Linguistic Accommodation, Elementary School Students, Learning Environment
- Hernandez, T. A. (2011). Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers. Language Teaching Research, 15(2), 159-182.
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摘要:Expanding on the studies of Hernandez (2008) and de la Fuente (2009), this investigation examines the combined effect of explicit instruction (EI) and input flood (IF) vs. IF alone on students' use of discourse markers to narrate a past event. Participants included 91 English-speaking adults enrolled in fourth-semester college Spanish courses, assigned to the EI + IF group (n = 36), the IF group (n = 30), or the control group (n = 25). The EI + IF group was provided with EI on the function and use of discourse markers. This group also received a flood of input containing the target forms. Students were provided with communicative practice and feedback. In contrast, the IF group did not receive EI + IF on the use of discourse markers. This group received the same flood of input as the EI group. The IF group was presented with communicative practice although there was no feedback. Results of a speaking task administered as a pre-test, immediate post-test, and delayed post-test indicated that both treatments had a positive effect on students' use of discourse markers. Discourse transcripts show that the EI + IF group used more discourse markers to shape their output in student- student communicative exchanges than the IF group. Taken together, results suggest that the combined effect of EI and IF was not superior to IF alone in promoting student use of discourse markers as measured on the post-test speaking tasks. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, non-native language instruction languages other than English, Discourse Markers, Language Teaching Methods, Spanish as a Second Language Instruction, Spanish
- Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33(1), 23-54.
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摘要:Despite acknowledgement of the limited English vocabularies demonstrated by many language minority (LM) learners, few studies have identified skills that relate to variation in vocabulary growth in this population. This study investigated the concurrent development of morphological awareness (i.e., students' understanding of complex words as combinations of meaningful smaller units) and vocabulary for LM learners in early adolescence. A cohort of Spanish-speaking LM learners (n = 90) was followed from fourth through seventh grade and assessed annually. Latent growth modeling results indicated a strong relationship between rates of growth in the two skills, such that learners with rapid growth in derivational morphological awareness also demonstrated rapid growth in vocabulary. Despite positive vocabulary growth during this period, the learners remained far below national norms. Findings highlight the need for language-focused instructional intervention for this population and suggest that morphological awareness may be a promising point of leverage for such instruction. Adapted from the source document
关键词:psycholinguistics, morphological processing, Morphological Processing, Spanish, Minority Languages, Limited English Proficiency, Vocabulary Learning, Junior High School Students, Elementary School Students