NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ477736
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0272-2631
Nothing Does Not Equal Zero: Problems with Applying Developmental Sequence Findings to Assessment and Pedagogy.
Hudson, Thom
Studies in Second Language Acquisition, v15 n4 p461-93 Dec 1993
Much research has posited a developmental sequence approach in second-language acquisition. This study reexamines the original social-psychological research upon which the multidimensional model is based and shows that it is incorrect because of faulty analysis. It also examines the limited applicability/generalizability of the developmental sequence approach for assessment and pedagogy. (Contains 42 references.) (Author/LB)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A