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The Cultural Basis of Prosodic Modifications to Infants and Children: A Response to Fernalds' Universalist Theory.
Peer reviewed Peer reviewed
Ingram, David – Journal of Child Language, 1995
Presents arguments against A. Fernald's (1987, 1989) universality of prosodic modifications in speech addressed to infants and supports the cultural account of prosodic modifications to infants and children. Data are presented to defend N. Bernstein-Ratner and C. Pye (1984) conclusions on Quiche mothers and are used to reinterpret the universal…
Descriptors: Affective Behavior, Cultural Influences, Infants, Linguistic Theory
Gender in Research on Language. Researching Gender-Related Patterns in Classroom Discourse.
Peer reviewed Peer reviewed
Tannen, Deborah – TESOL Quarterly, 1996
Examines gender-related patterns of behavior in the second-language classroom and argues that these patterns dovetail with all the other dynamics of language behavior. The article concludes that drawing on the theoretical foundations of frames theory will ensure that research into gender-related patterns of classroom discourse will reflect the…
Descriptors: Affective Behavior, Class Activities, Discourse Analysis, Linguistic Theory
A Strong Inference Approach to Causal Factors in Foreign Language Learning: A Response to MacIntyre.
Peer reviewed Peer reviewed
Sparks, Richard L.; Ganschow, Leonore – Modern Language Journal, 1995
This article responds to MacIntyre's (1995) critique of the Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in foreign language (FL) achievement. It defends the LCDH and suggests that difficulties exist with theories that attribute affective and social context…
Descriptors: Affective Behavior, Anxiety, Criticism, Individual Differences
On Seeing the Forest and the Trees: A Rejoinder to Sparks and Ganschow.
Peer reviewed Peer reviewed
MacIntyre, Peter D. – Modern Language Journal, 1995
This article responds to Sparks and Ganschow's (1995) defense of their Linguistic Coding Differences Hypothesis (LCDH), arguing that the LCDH ignores the context in which language learning occurs. It asserts that LCDH is so focused on the learning of the sound system of language that it ignores affective variables. (22 references) (MDM)
Descriptors: Affective Behavior, Anxiety, Criticism, Individual Differences
Incorporating the Affective Variables into Second and Foreign Language Curricula Design: Theoretical and Practical Considerations.
Peer reviewed Peer reviewed
Bang, Young-Joo – Journal of Pan-Pacific Association of Applied Linguistics, 2000
Discusses how learners affective domain should be incorporated into development of a second and foreign language curriculum. Addresses theoretical perspectives on the application of affective characteristics into curricular design for second and foreign language teaching and undertakes practical considerations for using this approach. (Author/VWL)
Descriptors: Affective Behavior, Affective Objectives, Curriculum Design, Foreign Countries
A Comparison of Krashen's L2 Acquisition/Learning Theory and Lozanov's Suggestopedia.
Botha, H. Ludolph; Puhl, Carol A. – 1988
Stephen Krashen's L2 (Second Language) Acquisition/Learning Theory and Georgi Lozanov's method of teaching through suggestion are compared in both their underlying theories and classroom applications. The seven component hypotheses of Krashen's theory and their neurological implications are analyzed for their agreement or disagreement with the…
Descriptors: Academic Aptitude, Affective Behavior, Comparative Analysis, Educational Environment