Explorations in Language Acquisition and Use: The Taipei LecturesTo those familiar with the field of linguistics and second-language acquisition, Stephen Krashen needs no introduction. He has published well over 300 books and articles and has been invited to deliver more than 300 lectures at universities throughout the United States and abroad. His widely known theory of second-language acquisition has had a huge impact on all areas of second-language research and teaching since the 1970s. This book amounts to a summary and assessment by Krashen of much of his work thus far, as well as a compilation of his thoughts about the future. Here, readers can follow Krashen as he
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From inside the book
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Page 35
... target rules , that is , whether the rules were at i + 1 . In the rule - search condition , subjects were asked to try to figure out the rules . After each stimulus sentence , subjects were asked if they had made progress in doing so ...
... target rules , that is , whether the rules were at i + 1 . In the rule - search condition , subjects were asked to try to figure out the rules . After each stimulus sentence , subjects were asked if they had made progress in doing so ...
Page 37
... rule ( 241 ) . Clearly , the subjects in the instructed condition were the only ones who had extensive conscious knowledge of the target rule : no subject in the other conditions could verbalize the " critical factor " governing dative ...
... rule ( 241 ) . Clearly , the subjects in the instructed condition were the only ones who had extensive conscious knowledge of the target rule : no subject in the other conditions could verbalize the " critical factor " governing dative ...
Page 57
... target items . There was , however , clear focus on form : the rule was explained before the exercises , and every sentence in the exercises had an example of the target rule . The output group received explanation as well , followed by ...
... target items . There was , however , clear focus on form : the rule was explained before the exercises , and every sentence in the exercises had an example of the target rule . The output group received explanation as well , followed by ...
Contents
Still a Very Good Idea | 15 |
Does Grammar Teaching | 30 |
How Reading and Writing Make You Smarter or How Smart | 68 |
Copyright | |
2 other sections not shown
Common terms and phrases
accuracy acquire language activities affective filter asked author recognition test Baretta better cloze comparison group comprehensible input comprehensible input-based comprehensible output conditions for Monitor conscious consciously learned correct Day and Shapson delayed test direct instruction discussed effect size effect sizes English evidence extensive reading focus on form focused Foreign Language form-focused Formal Grammar free reading free voluntary reading free-response measure free-response test French French immersion gains Graaff grade grammar instruction grammar test grammaticality judgment ideas impact of instruction incubation input hypothesis interaction knowledge Krashen Language Learning learners Lightbown Linguistics Monitor hypothesis native speaker Norris and Ortega oral test output hypothesis percent performance presented preterit pretest problem solving readers reading and writing reading comprehension recast relative clauses reported Robinson Second Language Acquisition sentences session Spanish Stanovich subjects sustained silent reading Table target forms target rule teacher Total Physical Response treatment verb vocabulary weeks words