A Teacher's Guide to The American Revolution: A History in by Christine Compston

By Christine Compston

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Language transfer seems to be predictable in a probabilistic sense if other than purely linguistic factors are taken into account, and the references cited in this paper discuss such factors in detail. In the Brière study, the unit of transfer at times seemed to correspond with the taxonomic phoneme and in other cases the syllable, in essence another abstract unit. At times no known linguistic unit seemed to fit, and fine phonetic and sociolinguistic detail seemed necessary. From the Nemser study we learn that, regarding phonology learning at least, perception and production have to be looked at differentially in some cases, a result foreshadowed in Lado's work.

Because of the limitations of space here, all that can be attempted in this article is a clarification of one source of confusion, namely the terms EFL and ESL (English as a Foreign/Second Language). Then I will probe into the historical origins of EFL/ESL and applied linguistics, which will shed light on the agenda staked out during the time of the major expansion of our profession. Second or Foreign An Academic Point, or a Matter of Educational Life or Death For Particular Learners? The title of this book refers to foreign and second language pedagogy research.

NL utterances for Brière were hypothesised utterances in American English [Brière, with one or two exceptions, differs here from Nemser in not trying to establish experimentally an NL base line]. TL utterances were actual utterances in the 'composite language' Brière created. IL utterances were actual utterances produced by NSs of American English attempting to produce the particular TL norm. Regarding the sounds and /h/ in Brière's TL corpus, Brière is explicit here: reinterpreting again, the unit identified interlingually across NL, TL and IL is the taxonomic phoneme defined distributionally within the syllable as opposed to within the word (Brière, 1968: 73).

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