ERIC Number: ED166981
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Interactions Among Learners, Teachers, Texts, and Methods of English as a Second Language. Progress Report, 1977-78.
Lightbown, Patsy M.; Barkman, Bruce
The first year of a three-year longitudinal study of the English language development of 175 French-speaking elementary and secondary school students in Quebec, Canada, is described. The major study goals are: to obtain precise longitudinal information on ESL development; to describe aspects of classroom interaction, including language used by the teacher and language contained in teaching materials; and to examine the relationships between classroom interaction and learning. Study topics include: (1) group and individual progress toward native-like use of English in linguistic and communicative performance; (2) variability in learners' performance on the same linguistic elements under different conditions (e.g., classroom drill, oral interview, written task); (3) the effectiveness, at different stages in ESL development, of specific classroom activities; and (4) the specific effects of out-of-class exposure to English. During the first year, 70 hours of classroom interaction were recorded and transcribed. Language use questionnaires, initial oral interviews, a picture card description task, grammaticality judgment tests, cloze tests, and other measures were administered and partially analyzed. The major chapters in the report describe the work on learners' language, classroom interaction, and text analysis. (SW)
Descriptors: Class Activities, Classroom Communication, Communicative Competence (Languages), Elementary Secondary Education, English (Second Language), Instructional Materials, Interaction Process Analysis, Language Instruction, Language Tests, Language Usage, Longitudinal Studies, Second Language Learning, Textbook Evaluation
TESL Centre, Concordia University, H-407, 1455 de Maisonneuve Blvd. W., Montreal, Quebec, Canada H3G 1M8 ($7.50)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Department of the Secretary of State, Ottawa (Ontario).