JL 發問時間: 社會與文化語言 · 1 0 年前

英文達人請進~換句話說(6/12晚七點前用英文寫出下文相同的

The 1979 study was conducted to test the validity of the strong version of the critical period hypothesis. It was felt that a comprehensive study of foreign language learning ability required hard data upon which to confirm or reject the strong version. Lacking precise statements about what aspects of phonology the hypothesis involved, we included both competence and productive performance in our informants’ task, believing that if we could locate persons who had learned a second language as adults and who could consistently pass as native speakers of that language under rigorous test conditions, we would have ample grounds upon which to reject the strong form of the hypothesis.

Seven non-native informants along with three native-speaking controls were tape-recorded reading a carefully-prepared corpus in French. The non-native informants were selected for the study on the basis of their ability to pass as native speakers of French in casual conversation situations. These conversations took place in the presence of three French-speaking persons who were thoroughly familiar with the goals of the research. The French corpus included numerous sounds and sound sequences known to be especially difficult for English-speaking students. The ten tape-recorded passages were placed in five random order blocks and re-recorded onto cassettes for scrutiny by native-speaking judges. These judges included 85 French Canadians whose dominant language was French, approximately half of whom were students at the University of Ottawa. They were directed to listen carefully to each passage, and, the second time around, to assess each speaker as: 1) Francophone du Canada; 2) Francophone dun autre pays, 3) Non-francophone. Five of the seven non-native informants were consistently evaluated by our native-speaking judges as francophone. Their scores closely approximated those obtained by our native-speaking controls.

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換句話說(用英文寫出相同的意思)感謝達人

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  • 1 0 年前
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    The strong version of the critical period hypothesis was tested by the 1979 study. Contemporaries believed that it was crucial to have a hard data upon which to confirm or reject the strong version in order to acquire a comprehensive study of foreign language learning ability. Without the precise statements of parts of hypothesis involving aspects of phonology, we incorporated both competence and productive performance in the task of our informants, with the assumption that if we could locate individuals who had learned a second language as adults and those who could consistently pass as native speakers of that language under rigorous test conditions, we would have ample grounds upon which to reject the strong edition of the hypothesis.

    Seven non-native informants along with three native-speaking controls were tape-recorded reading a carefully-prepared corpus in French. The non-native informants were selected for the study based on their ability to converse casually with those who speak French as their first language. Three French-speaking people who understood the purpose of the research thoroughly were present at these conversations. The French corpus consisted of various sounds and sound sequences known to be especially difficult for English-speaking students. The ten tape-recorded passages were placed in five random order blocks and re-recorded onto cassettes for examination by native-speaking judges. These judges consisted of 85 French Canadians whose spoke French as their mother language, approximately half of whom were students from University of Ottawa. They were instructed to listen carefully to each passage, and, the second time around, to evaluate each speaker as: 1) Francophone du Canada; 2) Francophone dun autre pays, 3) Non-francophone. Five of the seven non-native informants were consistently mistaken as francophone by the judges. Their scores were very close to those obtained by our native-speaking controls.

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