Language Teaching: Broader Contexts

Dalbor, John B.; Mead, Robert G.

doi:10.2307/336295

Hispania

1967

DOI: 10.2307/336295

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Language Teaching: Broader Contexts

John B. Dalbor¹,

Robert G. Mead²

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1971

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Current Issues in Psycholinguistics and Second Language Teaching

Carroll¹

1971

TESOL Quarterly

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Seemingly conflicting points of view concerning language instruction which are expressed in various teaching methodologies are reconciled in this paper. Key issues discussed include (1) the nature of linguistic rules and their relation to the "habits" of language use, (2) the role of grammatical theory in language teaching, (3) the nature of language learning, (4) a balance between an audiolingual habit theory and a cognitive code theory, and (5) some of the critical variables in language pedagogy. The author illustrates why the field of language instruction has become characterized by pedagogical uncertainty and concludes that the teacheres ability to manage learning behavior remains one of the most unexplored, unstudied variables in educational research. (RL) "4)

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Current Issues in Psycholinguistics and Second Language Teaching

Carroll¹

1971

TESOL Quarterly

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Learner variables as predictors of ESL proficiency

Dreyer¹,

Walt²

2013

Per Ling.

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The fact that some individuals are more successful at acquiring English as an L2 than others has led to investigations of learner characteristics as predictors of ESL proficiency. This paper reports the results of an investigation of the relationship between three learner characteristics, namely Field IndeE.endence/Dependence (FI/D), Language Learning Strategies (LLSs) and Personality Typesjlraits (PT), and ESL proficiency. Pearson product-moment co"elations and canonical co"elations revealed significant relationships between FI/D, LLSs and ESL proficiency. A stepwise multiple regression analysis revealed that LLSs accounted for approximately 45% of the total variance on the TO EFL test. Die feit dat sommige individue meer suksesvol is as ander in die aanleer van Engels as 'n tweede taal het gelei tot ondersoeke van leerderkenmerke as voorspellers van suksesvolle Engels tweedetaalvaardigheid. Hierdie artikel rapporteer die resultate van 'n ondersoek na die verwantskap tussen drie leerderkenmerke, naamlik veld onafhanklikheid/afhanklikheid (VO/A), taalleerstrategiee (TLS), persoonlikheidstipes/-trekke (PT) en Engels tweedetaalvaardigheid. Pearson produk-momentko"elasies en kanoniese ko"elasies het beduidende verwantskappe tussen VO/A, TLS en Engels tweedetaalvaardigheid aangetoon. 'n Stapsgewyse meervoudige regressie het aangetoon dat taalleerstrategiee verantwoordelik was vir ongeveer 45% van die totale variansie in die TO EFL toets

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Language Teaching: Broader Contexts

Cited by 2 publications

References 0 publications

Current Issues in Psycholinguistics and Second Language Teaching

Current Issues in Psycholinguistics and Second Language Teaching

Learner variables as predictors of ESL proficiency

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