This study aims to investigate the effect of suprasegmental phonological training on connected-text reading comprehension of Chinese university students with different English reading proficiency levels. A sample of 160 freshmen was recruited and randomly divided into experimental and control groups, and the experimental group was given a 12-week…

The multimedia elements of text and audio need to be carefully integrated together to maximize the impact of those elements for learning in a multimedia environment. Redundancy information presented through audio and visual channels can inhibit learning for individuals diagnosed with ADHD, who may experience challenges in the processing of…

This dissertation investigated the effects of technological mediation on second language (L2) learning, focusing, as a case study, on gains in listening perception of the subtle but important feature of pitch placement in Japanese. Pitch accent can be difficult to perceive for non-native speakers whose first language (L1) does not rely on pitch or…

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults' literacy skills. It includes not only adults enrolled in adult…

Recasts are one type of corrective feedback that reformulates all or part of a learner's erroneous utterance during communicative interaction without changing the meaning. Categorized as implicit and input-providing corrective feedback, recasts have become the focus of debate in the area of interaction research in recent years. The debate…

There is mounting evidence that phonological memory (PM), a sub-component of working memory, is closely related to various aspects of second language (L2) learning in a variety of populations, suggesting that PM may be an essential cognitive mechanism underlying successful L2 acquisition. This article provides a brief critical review of the role…

Over the past few decades perspectives on second language (L2) pronunciation have evolved from pessimistic appraisals of the capabilities of L2 learners and doubts about the value of instruction to a view of pronunciation teaching as an effective and important part of language pedagogy. Earlier research on the teaching of pronunciation dwelt…

Five first grade language-impaired children were trained on the phonological and perceptual components of the retrieval process, segmenting words, manipulating word segments, and forming visual and auditory images. The children improved in naming untrained pictures, but five children whose training focused on semantic associations and organization…

Audio-visual methods which are successful in immersion and FLES programs are not successful with adults. It is suggested that a cognitive approach to learning the sound system, which is usually systematic, would be more effective. It would also satisfy the students' intellectual curiosity. (Text is in French.) (AMH)

This article introduces an issue that focuses on assisting individuals with disabilities to become literate. It discusses the historical debate over whether or not individuals with disabilities could learn to be literate, whom should be taught, and when. Following research articles addressing literacy research and teaching methods are summarized.…

Paper presented February 28, 1972, at the TESOL Convention in Washington, D.C. (VM)

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; extracts from the writings of P. Guberina. (VM)

Speci&3 issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of talks which formed the basis of discussion during the conference. (VM)

The proceedings of the fourth colloquium of the Groupe de recherche en didartique des langues (Language Teaching Research Group) include eleven papers and four synopses. The papers, three in English (E) and the rest in French (F), cover these topics: cognitive presence in language teaching/learning (F); interlanguage and metalanguage (F);…

The development of a method for teaching oral comprehension in a second language depends on an understanding of the nature of comprehension and on an analysis of the problems that arise in the learning process. These issues can be approached by a theoretical investigation of comprehension from a psycholinguistic point of view and by the…