Second Language Acquisition and Second ... - Stephen Krashen

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Table 4. Rank order correlations with the proposed "natural order" _________________________________________________________________________ 1. Studies with nine countable grammatical morphemes: Rank order Studya correlationb Marta 0.823 Uguisu 0.170 Dulay and Burt, 1974b-combined 0.770 Dulay and Burt, 1974b-Spanish 0.753 Dulay and Burt, 1974b-Chinese 0.827 Dolores 0.849 Andersen, 1976 0.883 Larsen-Freeman, BSM time I 0.840 Larsen-Freeman, BSM time II 0.857 Larsen-Freeman, Imitation I 0.416 Larsen-Freeman, Imitation II 0.719 Larsen-Freeman, Listen I 0.719 Larsen-Freeman, Listen II 0.606 Larsen-Freeman, Read I 0.130 Larsen-Freeman, Read II -0.130 Larsen-Freeman, Write I 0.217 Larsen-Freeman, Write II 0.148 for n = 9, significance at 0.05 level requires rho = 0.600 or larger. significance at 0.01 level requires rho = 0.783 or larger. II. Studies with eight countable grammatical morphemes: Rank order Study correlation Jorge 7 0.878 Jorge 11 0.615 Jorge 18 0.725 Jorge 20 0.886 Dulay and Burt, 1973-Sacramento 0.939 Dulay and Burt, 1973-East Harlem 0.878 Dulay and Burt, 1973-San Ysidro 0.865 Bailey, Madden, and Krashen, 1974 0.939 Krashen, Houck, et al., 1977 0.779 for n = 8, significance at 0.05 level requires rho = 0.643 or larger. significance at 0.01 level requires rho = 0.833 or larger. (continued) _________________________________________________________________________ individual and grouped studies of second language performers. Admittedly, it is not a rigidly invariant order, as shown in Fig. 1. It is also far from random, however. The task is far from complete in this area. As indicated in Table 1, more data should be gathered for adults longitudinally, and the effect of monitoring on the morpheme order deserves replication. 60
Table 4 (cont.) _________________________________________________________________________ III. Studies with seven countable grammatical morphemes: Rank order Study correlation Cheo 0.712 Juan 0.368 Jorge 9 0.769 Jorge 13 0.862 Jorge 15 0.726 Holdich 0.726 Alberto 0.730 Birnbaum et al., Free I 0.726 Birnbaum et al., Edit. I 0.802 Birnbaum et al., Free II 0.557 Birnbaum et al., Edit. II 0.712 de Villiers, 1974-agrammatics combined 0.880 Agrammatics: A3 0.955 A50 0.599 A14 0.962 A43 time I 0.749 A43 time II 0.755 A5 0.637 A24 0.768 A6 0.805 for n = 7, significance at 0.05 level requires rho = 0.714 or larger. significance at 0.01 level requires rho = 0.893 or larger. (one-tail) _________________________________________________________________________ a: All individual cross-sections listed, with the exception of Uguisu (Hakuta, 1974) and Holdich (Holdich, 1976), and the agrammatics, are from Rosansky (1976). b: All correlations have been corrected for ties. A final objection that has been raised is that merely dealing with morphemes in obligatory occasions may fail to reveal at least some aspects of language acquisition, the overgeneralizations, and the transitional forms that acquirers go through. This is, I think, perfectly true, but does not detract at all from the validity of the results of the morpheme studies. The observed morpheme order is the result of the interplay of the underlying process of acquisition, and they only show the product, the surface order of acquisition. They do not directly reveal the pathway the acquirer took in arriving there. Nevertheless, there is no reason to assume the obtained order is invalid; it has been shown to be highly reliable, and occurs for the adult, in predictable 61
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Second Language Acquisition and Sec
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Acknowledgments I would like to tha
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Introduction This book is concerned
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performance..." (p.35). Corder (196
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when it does not get in the way of
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language (some similarities to firs
Page 13 and 14: In the second part of this chapter,
Page 15 and 16: far more valuable then the exercise
Page 17 and 18: Monitoring generally improves accur
Page 19 and 20: overconcern with correctness, howev
Page 21 and 22: language is spoken or may be expose
Page 23 and 24: 2. Attitude and Aptitude in Second
Page 25 and 26: 1973, p. 8). Carroll also suggests
Page 27 and 28: outines and patterns, and at a more
Page 29 and 30: Sentences, Paired Associates, and S
Page 31 and 32: stay-ins appeared to be integrative
Page 33 and 34: motivation played no role because o
Page 35 and 36: (1977), after interviewing teachers
Page 37 and 38: did not produce the same results. T
Page 39 and 40: a stage many people, but not all, r
Page 41 and 42: The Good Language Learner Revisited
Page 43 and 44: predict differences in student achi
Page 45 and 46: settle the issue of whether adults
Page 47 and 48: language had higher scores than stu
Page 49 and 50: Table 1. English proficiency and ye
Page 51 and 52: The "self-study" reinterpretation o
Page 53 and 54: series the evidence for learning is
Page 55 and 56: 4. The Domain of the Conscious Gram
Page 57 and 58: Ann Fathman, confirmed our earlier
Page 59 and 60: significant differences for any of
Page 61 and 62: Table 1. Studies analyzing grammati
Page 63: Table 3. Counterexamples to orderin
Page 67 and 68: ut *der Katze Ohr (The cat's ear).
Page 69 and 70: Research Findings 1. First language
Page 71 and 72: First-language-influenced errors he
Page 73 and 74: and (4) Ich weiss nicht, I know not
Page 75 and 76: ain", the right hemisphere, appears
Page 77 and 78: second language acquisition in adul
Page 79 and 80: hemisphere is removed, and the pati
Page 81 and 82: Monitor, to exist, and the degree t
Page 83 and 84: advantage in the first language. En
Page 85 and 86: while English "orients its users to
Page 87 and 88: 7. On Routines and Patterns in Lang
Page 89 and 90: adulthood. A. Smith (1966) describe
Page 91 and 92: "That's a _______") which were char
Page 93 and 94: variation. Nelson, for example, dis
Page 95 and 96: which he had learned by imitation.
Page 97 and 98: and often incorporated them into hi
Page 99 and 100: what utterances mean by observing h
Page 101 and 102: Furthermore, she associated strings
Page 103 and 104: and patterns other than as discours
Page 105 and 106: similar difficulty orders for gramm
Page 107 and 108: understanding language that is "a l
Page 109 and 110: up to the intermediate level. As Wa
Page 111 and 112: practical only in a foreign languag
Page 113 and 114: is making some effort at making him
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It may be useful to distinguish thr
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the luxury of building up acquired
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marker /-s/, and the regular and ir
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to speak the language they were lea
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9. The Theoretical and Practical Re
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contact with. "Teacher-talk" is the
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language in Los Angeles. S. K. also
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Caretaker Speech and Language Acqui
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speech is so well rooted in the "he
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speech is: they are simpler than na
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Freed (1980) reports that foreigner
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e boredom. When they overshoot, the
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class was conducted entirely in Fre
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more expansions as well as repetiti
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Broen, P. (1972) The Verbal Environ
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Dulay, H. and M. Burt (1977) "Remar
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Hakuta, K. and H. Cancino (1977) "T
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Learning Aptitude. Rowley, Ma.: New
Page 151 and 152:
Academy of Aphasia. Victoria, Briti
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Smith, A. (1966) "Speech and other
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Second Language Acquisition and Second ... - Stephen Krashen

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