This study focuses on the relationship between teacher-text-child interactions during shared picturebook reading and its effect on children's narrative comprehension. Using a micro-analytic approach, we studied nine large-group bookreading sessions of one experienced teacher and her classroom of 17 preschoolers from low-income backgrounds over a…

This study focuses on how different error correction techniques are used in the foreign language classroom. In evaluating these techniques, one specific approach is suggested for classroom use. In this particular approach, the instructor bases his intervention on interpreting the student's current mental state of awareness on a case by case basis.…

Teachers tend to give directions that their pupils can follow correctly. Children are better able to process increasingly complex directions as they get older. (Authors/CJ)

The five papers in this section of the TESOL volume examine the nature of language learning, characteristics of different language learners, the nature of the supportive environment for language development, and the differences which exist between first and second language patterns of interaction. The following articles are included: (1)…

Summarizes the findings of a project that investigated the use of learning strategies by foreign language students and their teachers, and suggests classroom applications for learning strategy instruction. The project identified the differences in strategy use among effective and ineffective language learners and the ways in which teachers could…

A discussion of teacher talk, particularly in the context of language immersion, looks at its nature, content, and form. A study reported here indicates the importance of discourse modification by the teacher and points up the need for further research on the effects of teacher talk on second-language learning. (Contains 23 references.)…

A study among college students investigated the effects on the developing knowledge system of the second-language learner of two different types of instruction: instruction as manipulation of output, and as structured or focused input processing. Results support the input-processing perspective and the salience of the role of input. (43…

A study of Jordanian English-as-a-Second-Language learners examined their metalinguistic knowledge of 15 English grammatical concepts or categories via rule description and exemplification, and also explored the link between metalinguistic knowledge and proficiency in using those categories or their exponents in both formally and…

Pragmatic epistemology of focal teacher thinking appears tightly shaped by modular connections between task domains and pragmatic organizers. Discussions with a group of language teachers identified four domains of tasks: (1) oral activities; (2) writing activities; (3) reading activities; and (4) language technique activities (grammar, spelling).…

An ethnographic study of kindergarten through grade two classrooms was conducted of various sociolinguistic contexts in which young students were developing oral and written language competencies. Nonparticipant observations were conducted in both regular classrooms and Chapter I small group classroom settings. The observations were analyzed from…

This study of second language learning investigated the effects of a written reading comprehension exercise and an oral discussion activity as alternative tasks mediating between a written text and learners' summaries of the text. Subjects were 80 University of Hong Kong freshmen, randomly assigned to three groups. Each group was provided a…

A discussion of factors that influence English-as-a-Second-Language (ESL) learning by native speakers of Chinese focuses on three specific factors (cognitive style, individual differences, and native language interference), and offers classroom solutions. The effect of each of the three factors on ESL comprehension and production is considered,…

A study investigated the use of content-based tasks as central and peripheral in second language instruction. Specifically, it examined the relative effects of such tasks that were either central to the syllabus, as sources of knowledge or skills in their own right, or peripheral, as occasional source of language practice. The study was conducted…