ERIC Number: ED345503
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Input, Interactions, and the Limits of Inference in Classroom Research: Comments on "Can Foreigners Do Foreigner Talk?"
Texas Papers in Foreign Language Education, v1 n4 p289-293 Fall 1990
A study in which the ability of Peruvian teachers of English as a Second Language to simplify their own use of English appropriately for classroom use was examined, is discussed. It is noted that the study provides new data and has implications for future research on classroom language. It supports prior work on teacher talk and implies that non-native-speaking teachers can provide simplified input in the language classroom. However, it is also suggested that such descriptive research needs to be linked to experimental assessments of the input features thought to promote acquisition. By measuring the effects of different kinds of language modifications (e.g., lexical variety, propositional density) on learner mastery and the interactions between learner level and varieties of modification, a more differentiated model of the best linguistic environment for language learning can be constructed. Some of the data concerning the levels of syntactic complexity of the teachers' language are examined in greater detail. Extension and replication of the study are recommended. A brief bibliography is included. (MSE)
Publication Type: Reports - Evaluative; Opinion Papers; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Identifiers: Foreigner Talk; Simplification (Language)
Note: For the journal as a whole, see FL 019 498.