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Experiments in Second-Language Learning
1st Edition - January 1, 1967
Author: Edward Crothers
9 7 8 - 0 - 3 2 3 - 1 5 2 8 1 - 5
Experiments in Second-Language Learning focuses on the application of mathematical learning models in learning the Russian language as a second language. The book first discusses… Read more
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Experiments in Second-Language Learning focuses on the application of mathematical learning models in learning the Russian language as a second language. The book first discusses remarks on stimulus-response theories of language learning. Psychology and second-language instruction; psychological theory; linguistic theory and second-language learning; and remarks on theories of conditioning are discussed. The text also focuses on learning to discriminate Russian phonemes; learning the orthographic representations of Russian sounds; and vocabulary and morphology learning. Learning exercises are presented; these focused on inflection, semantics, and phonemic transcriptions. The book also looks at grammar learning as influenced by translations, vocabulary, and presentation order; training on negative instances or on isolated words; overview of Russian grammar experiments; and related research. Suggestions for future research are presented. The text is highly valuable for readers interested in studying how mathematical learning models can be used in learning one particular language as a second language.
PrefaceReference to Experiments1 Some Remarks on Stimulus-Response Theories of Language Learning 1.1 Psychology and Second-Language Instruction 1.2 Psychological Theory 1.3 Linguistic Theory and Second-Language Learning 1.4 Some Remarks on Theories of Conditioning2 Learning to Discriminate Russian Phonemes 2.1 Related Research on Perception of Consonant Phonemes 2.2 Learning to Discriminate Russian Consonant Phonemes: Experiments I and II 2.3 Discrimination of Russian Vowel Phonemes: Experiments III and IV 2.4 Summary3 Learning the Orthographic Representations of Russian Sounds 3.1 Related Research 3.2 Phonemic Transcriptions in Auditory-Orthographic Learning: Experiment V 3.3 A Further Study of Transcriptions: Experiment VI 3.4 Latencies in Auditory-Orthographic Association Learning: Experiment VII 3.5 Summary4 Vocabulary Learning 4.1 Review of Analyses of Semantic Factors 4.2 A Model to Predict Optimal Block Size 4.3 Experimental Tests of Block Size Predictions 4.4 Block Sizes 18, 36, and 108: Experiment VIII 4.5 Block Sizes 108, 108A, and 216: Experiment IX 4.6 Block Sizes 100 and 300: Experiment X 4.7 Block Sizes 18, 36, 72: Experiment XI 4.8 Optimal Presentation Sequence for Items from Several Categories 4.9 A Model for Response and Latency Statistics during Learning 4.10 Summary5 Morphology Learning 5.1 Inductive Learning of Russian Noun Inflections: Experiment XII 5.2 Inflection Learning with Explicitly Presented Rules: Experiment XIII 5.3 A Model for Optimal Sequencing of R Trials and Ε Trials 5.4 A Test of Predictions about Rule-Example Sequencing: Experiment XIV 5.5 Paradigms in Verbal Mediation 5.6 Summary6 Grammar Learning 6.1 Related Research 6.2 Overview of Russian Grammar Experiments XV and XVI 6.3 Grammar Learning as Influenced by Translations, Vocabulary, and Presentation Order: Experiment XV 6.4 Grammar Learning as Influenced by Training on Negative Instances or on Isolated Words: Experiment XVI 6.5 Summary7 Suggestions for Future ResearchAppendix A: Contrasts Tested in Experiment IIAppendix B: Derivation of Theoretical Expressions for the Two-Element Model within Trials before the Last ErrorAppendix C: A Representative Item from Each List in Experiment V Appendix D: Details of Experiments VIII and IXAppendix E: The 72 Russian-English Pairs Used in Session 1 of Experiment XIAppendix F: Model for Concept Presentation SequencesAppendix G: Details of Materials for Experiment XIIAppendix H: A Mediation ModelAppendix I: Russian Words Used in Experiment XVReferencesAuthor IndexSubject Index