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861 |
A study of paradigmatic and syntagmatic responses of normal six-year-old male and female children ; Paradigmatic and syntagmatic responses of normal six-year-old male and female children.
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In: Virtual Press (1985)
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862 |
A study of language development in a set of bilingual, biracial, identical twins ; Language development in a set of bilingual, biracial identical twins.
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In: Virtual Press (1985)
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863 |
The Marking of Conditionality in One Learner's Interlanguage: A Semantic Analysis
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865 |
Planning treatment for language-disordered children| Target selection
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In: Graduate Student Theses, Dissertations, & Professional Papers (1985)
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866 |
Teaching by the rules : imitative modeling versus direct rule application
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In: Virtual Press (1984)
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868 |
Prelinguistic and language related behaviors of preterm infants at twelve months chronological age and adjusted age
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869 |
Brekingsonderzoek in de kleuter- en lagere scholen (1983) ... : Frisian breaking inquiry at kindergarten and primary schools (1983) ...
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870 |
Phonological Processes in Second Language Acquisition: Another Look at Interlangauge Syllable Structure
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871 |
Native Speaker/Non-Native Speaker Conversation in the Second Language Classroom
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872 |
The Strengths and Limitations of Acquisition: A Case Study of an Untutored Language Learner
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873 |
The language use and language development of blind and sighted preschool children
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877 |
Does Second Language Instruction Make a Difference? A Review of Research
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Abstract:
Does second language instruction promote second language acquisition? Some studies conclude that instruction does not help (or even that it is counter-productive); others find it beneficial. The picture becomes clearer if two distinctions are made. First, researchers may address one or both of two issues: the absolute effect of instruction, on the one hand, and on the other, its relacive utility. Second, studies need to be sub-classified according to whether or not the comparisons they make involve controlling for the total amount of instruction, exposure, or instruction plus exposure, i.e. for the total opportunity to acquire the second language. Observing these distinctions, a review of research findings concludes that there is considerable (although not overwhelming) evidence that instruction is beneficiaL (1) for children as well as adults, (2) for beginning, intermediate and advanced students, (3) on integrative as well as discrete-point tests, and (4) in acquisition-rich as well as acquisition-poor environments. These findings have implications for theories of second language acquisition, such as Krashen's Monitor Theory, which make predictions about second language acquisition with and without instruction, and also for those involved in educational administrationl program design and classroom teaching.
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Keyword:
acquisition of second language; Classroom learning centers; classroom teaching; Second language acquisition; second language instruction; social and learning; Social learning
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URL: http://hdl.handle.net/10125/38597
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879 |
The relationship between auditory discrimination and oral production of Spanish sounds in children and adults ; Auditory discrimination and oral production of Spanish sounds.
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In: Virtual Press (1981)
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880 |
The importance of language for language development: Linguistic determinism in the 1980s
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