Download Encyclopedia of Language and Education: Second Language by Yasuhiro Shirai (auth.), G. Richard Tucker, David Corson PDF

By Yasuhiro Shirai (auth.), G. Richard Tucker, David Corson (eds.)

In many elements of the realm, it's common for a kid to develop up talking a neighborhood language at domestic, one other out there position, including one other to her repertoire as a lingua franca, after which including a language of wider communique equivalent to English or French if she maintains her formal education.
The contributions to the amount learn in a few element different elements of moment language schooling, starting from a spotlight at the easy contributions of linguistic conception and learn to our realizing of moment language studying and instructing at the one hand, to a sequence of stories of cutting edge language schooling practices in chosen areas of the area at the different.
For the needs of this quantity, moment language schooling has been outlined operationally to surround schooling which happens in these settings and occasions during which a dominant language is available as a moment language (e.g., ESL in England or the USA no matter if as an issue of analysis or a car in which different fabric is studied), in addition to these instances within which an professional, yet now not inevitably dominant, language is remitted (e.g., French or English in yes components of the center East or the Mahgreb). The contributions additionally concentration in most cases, albeit now not solely, on moment language schooling for school-aged learners.

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Additional info for Encyclopedia of Language and Education: Second Language Education

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Based on this research, Carroll & Sapon (1959) proposed that achievement in a second language was influenced by four different abilities, each of which was measured by the MLAT. These were phonetic coding, grammatical sensitivity, rote SECOND LANGUAGE LEARNING 35 memory, and inductive language learning ability. Since that time, there have been other measures of language aptitude developed, including an elementary form of the MLAT, but the general rationale underlying these measures is not different from that used in the development of the MLAT or the earlier prognosis tests.

DeKeyser( 1995), using a miniature artificial language, predicted that explicit teaching would be better for simple categorial rules and that implicit teaching would be better for prototype rules. The results showed that the first hypothesis was correct, but not the second. Robinson (1996) tested two kinds of explicit and two kinds of implicit presentation of form. His results are complex, but he claims that they support the hypothesis that explicit learning of complex rules is possible if the rules are made salient, and that implicit learning of complex rules is not more effective than explicit learning of them.

Karmiloff-Smith, 1992; Wason & Johnson-Laird, 1977). The studies focused on this issue can be roughly divided into descriptive and experimental categories. The descriptive studies in general present situations in which teachers (particularly in immersion classrooms) rarely correct for form, but do correct for content (cf. Chaudron, 1986). Studies with child-child and adult-adult interactions show only a small percentage of learner errors being corrected (Oliver, 1995 is an exception), and only a small percentage of these being taken up by the learners.

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