Learning, Keeping and Using Language
Selected papers from the Eighth World Congress of Applied Linguistics, Sydney, 16-21 August 1987. Volume 1
1st Edition
Published on 1. January 1990
XX, 508 pages
978-90-272-7374-1 (ISBN)
Description
This volume contains selected papers from the Eight World Congress of Applied Linguistics held in Sydney in 1987. Volume I starts off with an overview of the field by G. Richard Tucker in which he identifies two areas: innovative language education and language education policy. The overal focus of the papers to follow focus on the individual language learner, how that individual, in given contexts or in interaction with specific others, develops a command of a first language, of two or more first languages, or of a second language, in home and in classroom settings. At the same time, cutting across these variables, there is a gradual shifting of attention from investigations of the language learning process to proposals for language teaching curricula and syllabuses.
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M.A.K. Halliday | John Gibbons | Howard Nicholas
Learning, Keeping and Using Language
Selected papers from the Eighth World Congress of Applied Linguistics, Sydney, 16-21 August 1987. Volume 1
Book
01/1990
John Benjamins Publishing Co
€153.70
Shipment within 10-15 days
Content
- LEARNING KEEPING AND USING LANGUAGE
- Title page
- Copyright page
- Table of contents
- Contributors
- Foreword
- An Overview of Applied Linguistics
- Innovative Language Education
- Language (Education) Policy
- Newer Technologies and Language Teaching
- Applied Linguists in Non-Traditional Settings
- Conclusion
- References
- Interaction: The Key to Communication
- References
- Part I: Learning Language
- Introduction
- Reference
- Learning the Language and Learning through Language in Early Childhood
- 0. Introduction
- 1. Learning through Language - Semantic Strategies
- 1.1 Interpersonal Semantic Strategies
- 1.1.1 Question/Answer adjacency pairs
- 1.1.2 Modelling
- 1.2 Ideational Semantic Strategies
- 1.2.1 Analogy
- 1.2.2 Antonymy
- 1.2.3 Paradigmatic contrast of items
- 1.2.4 Generalisation
- 1.2.5 Inference
- 1.3 Interpersonal/Ideational Strategies Combined - the Imaginative Function
- 2. Learning the Language
- 3. The Relationship between Learning the Language and Learning through Language
- References
- Conversational Exchange between a 5- to 6-Year-Old and the Mother in a Playroom Situation
- A Functional Approach to Language Acts
- Pragmatic Approach and Mother-Child Conversation
- Objectives
- Methodology
- Situation and Material
- Results
- Method of Analysis
- Results
- A. Children
- B. Mothers
- Comparison of the Mother-Child Results
- Interpretation
- References
- The Role of Transfer in Simultaneous Language Acquisition
- Introduction
- Specification of Event Completed at a Prior Time
- Specification of Termination of Event
- Positioning of the Interrogative Word
- Acquisition of the Relative Clause
- Conclusion
- References
- A Sociolinguistic Interpretation of Everyday Talk between Mothers and Children
- 1. Introduction
- 2. Recording the Mother and Children
- 3. The Data
- 4. Analytic Categories: An Example
- I: OPTIONS AND THEIR REALIZATIONS
- II. SELECTION EXPRESSIONS (=SE) AND EXAMPLES
- 5. Answer: The Point of a Question
- 6. Asking and Telling: Some Results from an Empirical Investigation
- 7. Conclusion
- Notes
- References
- Are Mothers Really the Main Mediators of Language?
- Introduction
- Mother-Child and Father-Child Relationships
- Maternal Language versus Paternal Language
- Similarities in Mothers' and Fathers' Speech
- Differences in Mothers' and Fathers' Speech
- Reasons for Differences Between Mothers' and Fathers' Speech
- Hypothesis
- Method
- Results
- Discussion
- References
- Artificial" Bilingualism: Must it Fail?
- Introduction
- Artificiar" Bilingualism
- Objections to Artificial Bilingualism
- A Case of "Artificial" Bilingualism
- Artificial and Natural Bilingualism - Similarities and Differences
- How Effective is "Artificial" Bilingualism?
- Receptive Vocabulary
- Degree of Bilingualism
- Accuracy
- A Family Language Meets a National Language
- Conclusions
- References
- The "Bilingual" Child as Interlanguage Hearer: Implications for Migrant Education
- 0. Introduction
- 0.1 Data
- 1. The Role of Shared Knowledge in Conversation: Parents and Children
- 1.1 Knowledge of the Topic
- 1.2 Shared Linguistic Knowledge
- 1.3 Obligatory Marking
- 1.4 Optional Marking
- 1.5 Verbal Output
- 1.6 Connectives
- 1.7 Examples of Connectives
- 1.8 Unpredictable Elements
- 1.9 Examples of Fillers and Gambits
- 2. Communication Through Narrative: Children and Their Stories
- 2.1 Methodology
- 2.2 Discussion
- 2.3 Structural Patterns
- 2.4 Narrative Clauses
- 2.5 Orientation Clauses
- 2.6 Accuracy of Story Reproduction
- 3. Conclusion
- References
- Acquiring a Sense of the Story Genre: An Examination of Semantic Properties
- Method
- Subjects
- Procedure
- Global elements of story discourse
- Elements of The Owl and the Woodpecker
- The Initiating Event Element
- Results
- General Pattern of the Acquisition Process
- Examples of the Process of Learning the Story Genre
- Discussion
- Notes
- Appendix
- References
- Cohesive Ties in Written Narratives: A Developmental Study with Beginning Writers
- Purpose
- Method
- Subjects
- Stimulus Materials
- Procedures for Data Collection
- Instruments
- Results and discussion
- Cohesiveness and Compactness
- Total Cohesion
- Intrasentential Cohesion
- Intersentential Cohesion
- Conclusion
- References
- Metalinguistic Activities and the Development of the Use of Formal Register Among Elementary School Children
- 1. Problem
- 2. Aims
- 2.1 Elaboration of Linguistic Content
- 2.2 Elaboration of Two Ways of Developing the Use of Formal Variants
- 2.3 Role of the Development of the Explicit Knowledge of Formal Variants in the Development of their Use
- 3. Methodological Scheme
- 4. Results
- 4.1 Content
- 4.2 Pedagogical Approaches and Development of the Use
- 4.3 Effect of the Increase in Explicit Knowledge on the Use of Formal Variants
- Conclusion
- References
- Learning to Read in a Second Language: A Window on the Language Acquisition Process
- Subject and Data Collection
- The Texts
- The Study
- 1. Past Tense -ed Morpheme
- 2. The Pronoun "They
- 3. The Pronoun "You
- Amna's Comments on Texts
- Conclusion
- Appendices
- Appendix 1: Transcript
- Appendix 2: Transcript
- Appendix 3: Transcript
- Appendix 4: Transcript
- References
- The Development of Genre in the Writing of Two Adolescent Lebanese Students of Englishas a Second Language
- 1. Description of the Study
- 2. The Two Students: Similarities and differences
- 3. The Nature of the Evidence
- 4. Terminology
- 4.1 Genre
- 4.2 Transfer and Translation
- 5. Nasr and Rouba
- 5.1 Nasr
- 5.1.1 Genre of Nasr's Pieces
- 5.1.2 Developmental Sequence
- 5.1.3 Influence of LI in Nasr's writing
- 5.1.4 Input
- 5.2 Rouba
- 5.2.1 Genre of Rouba's pieces
- 5.2.2 Generation and genre of the translated texts
- 5.2.3 Discussion of a "translated" text:
- 5.2.4 Piece written in L2 only
- 5.2.5 Developmental sequence?
- 5.2.6 Input
- 5.2.7 Postscript
- 6. Conclusion
- Note
- Appendix
- Two of Nasr's Texts:
- Two of Rouba's Texts:
- References
- Oral and Written Language in the Educational Context
- The Relationship Between Oral and Written Language
- Teachers' Assumptions about Language
- References
- Implicationsof Learnability Theories for Second Language Learning and Teaching
- 1. Grammar Change and Positive and Negative Evidence
- 2. Universal Grammar and the Subset Principle
- 3. A Potential Role for Negative Data in L2 Acquisition
- 4. The Form of Negative Evidence
- 5. Is L2 Acquisition Like L1 Acquisition?
- 6. Conclusion
- Notes
- References
- On the Acquisition of Word Order Rules in Swedish as a Second Language
- Introduction
- Methods
- Results and Discussion
- Concluding Remarks
- Acknowledgements
- References
- A Crossover Effect in Interlanguage: Learners' Use of English Predicate Complement Constructions
- Introduction
- Predicate Complementation in English
- The Subjects
- Predicate Complementation in the Subjects' First Languages
- The Task
- The Results
- Discussion
- Notes
- Appendix 1
- Appendix 2
- References
- A Comparison of Performance on Chinese and English Dichotic Listening Tasks by Bilingual Native Mandarin Speakers
- References
- The Language of Neurolinguistics: Principles and Perspectives in the Application of Linguistic Theory to the Neuropsychology of Language
- Notes
- References
- OrthographicComplexity and Orthography Acquisition
- 0. Introduction
- 1. Orthographic Complexity
- 2. Orthographic Complexity and the Orthography of Inflection
- 3. Acquisition of the Orthography of Inflection and Contraction
- 4. Acquisitional Stages
- 5. Individual Variation
- 6. Developmental Orthography
- 7. Conclusion
- Appendix I: Dictation exercise
- Appendix II: Test words
- References
- Process" vs. "Product" or Down with the Opposition!
- The Impact of Process Approaches in Australia
- Argument by Dichotomy
- Goodies and Baddies
- Process Vs Product
- Language Learning
- Heuristic Device or Opposing Explanation?
- References
- Towards an Alternative Curriculum for Acquisition-Poor Environments
- References
- Interactive Discourse in the L2 Classroom
- The Context
- Goals of the Study
- Description of the Study
- The Texts
- The Analysis of the Data
- Notes
- References
- The Notion of Synchrony in Second Language Learning
- Introduction
- Research Findings
- Implications for SLA Theory
- Implications for Second Language Learning and Teaching
- Pedagogical Applications
- Conclusion
- References
- Towards Discourse-Sensitive Cloze Procedures: The Role of Lexis
- Introduction
- Theoretical and Descriptive Frameworks
- Classroom Examples
- Conclusions and Questions
- Acknowledgement
- References
- The Analysis of Sales Encounters on the Island of St. Croix: An Ethnographic Approach
- Background Information and Rationale for the Study
- Aim of the Study
- Methodology
- Findings
- Analysis of the Data
- Conclusions and Recommendations
- References
- Linguistic Difficulties in Institutional Discourse
- 1. Introduction
- 2. Orientation to Institutions
- 3. Orientation to Role Relationships
- 4. Orientation to Channels of Communication
- 5. Conclusion
- References
