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ERIC Number: ED134043
Record Type: RIE
Publication Date: 1976-Oct
Pages: 24
Abstractor: N/A
Reference Count: 0
ESL Teachers' Classroom Speech: Support for the L1=L2 Hypothesis.
Gaies, Stephen J.
Landes (1975) reviewed research studying adult-child linguistic interactions. Evidence that the language which adults use in addressing young children is different from that used in addressing adults and that parent-child interaction patterns change with the increasing age and language skills of the child has important implications for the study of first language acquisition. The present study examined the syntactic dimensions of the classroom language of eight teachers of adult ESL classes. The classroom language samples were compared with samples of the same subjects' speech with each other. Six measures of syntactic complexity were used. Results indicate that in the same way that adults adjust their normal speech when addressing young children, the subjects under study are sensitive and responsive to the perceived linguistic abilities of their students. Many of the strategies and devices used by adults in dealing with children in language interactions are also used for communicative and/or pedagogical purposes in the ESL classroom. Thus, in terms of the nature of the linguistic input to which learners are exposed, further support is lent to the hypothesis that second language learning proceeds in a way largely similar to that in which a first language is acquired. (Author/CLK)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the New York State English to Speakers of Other Languages and Bilingual Education Association (6th, Albany, N.Y., October 22-24, 1976)