This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Patsy M. Lightbown, Elite Olshtain, Birgit Harley, Robin C. Scarcella, Joan Howard, Ellen Bialystok, Albany. Bureau of Bilingual Education. New York State Education Dept., and Moira Chimombo.
(1979). Celebrations. Unit II: Personal Celebrations. Student Lesson #17. English for Living. To assist the learner of English as a second language in dealing with such personal occasions as weddings and funerals, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, Cultural Activities, English (Second Language), Second Language Instruction
(1979). The Restaurant. Student Lesson #14. English for Living. To assist the learner of English as a second language in dealing with the purchase of ready-cooked food, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, Dining Facilities, English (Second Language), Food
(1979). "Watch up!": A Study of Verbal Routines in Adult Second Language Performance. Working Papers on Bilingualism, No. 19. This report shows that verbal routines are not easily acquired by adult second language learners and it identifies some of the specific problems they have in acquiring routines. Empirical data concerning the role of verbal routines, (that is, fixed expressions which have been acquired as memorized wholes), in adult second language performance are presented. Thirty Spanish-speaking adults in an advanced ESL class were given the "Routines Test." Correct answers were those agreed upon by all twenty native speakers in the control group. Low test scores showed that common routines ("Thank you,""You're welcome") are not easily acquired. Errors which occurred were paraphrases in 44% of the cases. In many instances, they were syntactically correct but pragmatically deviant, breaking sociolinguistic interactional rules. Twenty-five per cent of the errors were due to partially acquired routines (cf. "Watch up!""Watch out!"), while 10% of the learners substituted phrases which usually indicated overgeneralization. Descriptors: Communicative Competence (Languages), Discourse Analysis, English (Second Language), Idioms
(1979). Dinner at an American Friend's House. Student Lesson #19. English for Living. To assist the learner of English as a second language in dealing with the etiquette of dining in someone else's home, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, Cultural Activities, English (Second Language), Food
(1979). The Acquisition of the English Progressive: A Case Study of a Seven-Year-Old Hebrew Speaker. Working Papers on Bilingualism, No. 18. The present paper reports on a case study investigating the acquisition of form and function of the English progressive by a seven-year-old Hebrew speaker, learning English as a second language. The paper describes the different elicitation techniques used, and discusses the suitability of such techniques for the investigation of form and function. As a result of the study, a developmental sequence in the subject's acquisition of the progressive is established. The sequence exhibits clear stages in the acquisition of form but less distinct ones in the acquisition of function. The paper calls, therefore, for further study of the developmental sequence in the acquisition of the English progressive, with the overall goal of arriving at a valid index of development for the beginning ESL learner. Descriptors: Case Studies, Child Language, Cognitive Development, English (Second Language)
(1979). The Supermarket. Student Lesson #12. English for Living. To assist the youthful learner of English as a second language in dealing with the purchase of food, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, English (Second Language), Food Stores, Purchasing
(1979). Invitations, Thank-You Notes and Greeting Cards. Student Lesson #18. English for Living. To assist the learner of English as a second language in dealing with the etiquette of certain common forms of correspondence, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, English (Second Language), Letters (Correspondence), Second Language Instruction
(1979). Becoming a United States Citizen. Student Lesson #20. English for Living. To assist the learner of English as a second language in dealing with the procedures for becoming a United States citizen, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, Citizenship Education, English (Second Language), Second Language Instruction
(1979). An Analysis of the Order of Acquisition of English Grammatical Morphemes in a Bilingual Child. Working Papers on Bilingualism, No. 18. This longitudinal study of bilingual language acquisition analyzes the order of acquisition of English grammatical morphemes in a child bilingual in English and Chichewa (a Bantu lanugage of East Central Africa). The order of acquisition obtained is compared to that obtained by Brown (1973) for monolingual English speaking children and that obtained by Hakuta (1974) for a child second-language learner. No correlation is found between the present study and either Brown's study or Hakuta's. An explanation of the results is attempted in an examination of the possible factors influencing the order of acquisition obtained. These influences are considered to be both external input and internal grammatical/semantic complexity of the English morphemes, presence/absence of equivalent morphemes in the other language, etc. It is concluded that all these factors affect the order of acquisition of grammatical morphemes in a bilingual child. [More] Descriptors: Bantu Languages, Bilingual Students, Bilingualism, Child Language
(1979). Inferencing as an Aspect of Cloze Test Performance. Working Papers on Bilingualism, No. 17. This study investigates the role of inferencing in cloze test performance and the factors that facilitate that inferencing. Four groups of high school students learning French as a second language completed sets of cloze passages under four treatment conditions. Three conditions provided a potential cue to inferencing, while the fourth was a control condition with no additional aids. The results indicated significant differences in performance attributable to the four classes, the position of the story in the set of passages, and the inferencing treatment condition. A more detailed analysis examined the relationship between experimental condition, type of error committed, and the form class of the original word required by the text. Differences in these patterns were apparent, although non-significant. It was found that certain inferencing cues can have a facilitating effect on students' cloze performance although the pattern of facilitation is different from that found on other criterion tasks. Furthermore, it is possible to encourage students' inferencing behavior through classroom training, thereby improving cloze performance. [More] Descriptors: Advance Organizers, Cloze Procedure, Cognitive Processes, Context Clues
(1979). Question Form and Meaning in the Speech of Young Children Learning French. Working Papers on Bilingualism, No. 18. This paper is based on a longitudinal study of the development of questions in the spontaneous speech of two anglophone boys learning French by attending French language schools. The development of form-meaning relations in information questions in the children's French L2 speech was examined and comparisons were made with the same form-meaning development in the speech of children learning their first language. In addition, the use of word order inversion in questions in the learners' speech was compared to the use of inversion by the adult native speaker who interacted with them in the tape recorded play sessions on which the study is based. The results show clearly the necessity for examining L2 learners' speech in context and for comparing L2 learners' speech with that of native speakers. Descriptors: Children, Cognitive Development, Cognitive Processes, Error Analysis (Language)
(1979). French Gender "Rules" in the Speech of English-Dominant, French-Dominant and Monolingual French-Speaking Children. Working Papers on Bilingualism, No. 19. The French gender usage of grade two and grade five Franco-Ontarian children was compared with that of English-speaking children enrolled in French immersion programs, and monolingual French-speaking children in Quebec. While some of the Franco-Ontarian children are similar to the Quebec children with respect to the gender "rules" they appear to be following, others make errors that resemble those of the English-speaking second language learners. It is suggested that a key factor in determining how well the Franco-Ontarian children have mastered French gender is whether French or English is the dominant language of communication between parents and the children at home. For English-dominant children, some directions for remedial action in the school are proposed. [More] Descriptors: Bilingualism, Child Language, English, French
(1979). The Post Office. Student Lesson #13. English for Living. To assist the learner of English as a second language in dealing with the various services provided by the post office, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated with sample forms. [More] Descriptors: Adolescents, English (Second Language), Second Language Instruction, Secondary Education
(1979). Celebrations. Unit I: Holidays. Student Lesson #16. English for Living. To assist the learner of English as a second language in dealing with American holiday celebrations (Halloween, Thanksgiving, Christmas, New Year, Memorial Day, Labor Day, and Independence Day) a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. [More] Descriptors: Adolescents, Cultural Activities, English (Second Language), Second Language Instruction
(1979). Banking: Checking Accounts. Student Lesson #15. English for Living. To assist the learner of English as a second language in dealing with the various services provided by a bank, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated with sample forms. [More] Descriptors: Adolescents, Banking, English (Second Language), Second Language Instruction