This paper investigates the order of the acquisition of grammatical morphemes in the interlanguage of Croatian pupils of English as a foreign language (EFL). The order of acquisition was determined ...for nine grammatical morphemes. Additionally, the selected morphemes were combined to form the four verb tenses so as to determine the order of their emergence in the pupils’ verb-morphology repertoire. The study was conducted on a corpus of 36 transcribed recordings of parts of classroom interaction. The pupils’ speech production was elicited by various task-based activities. The suppliance of nine grammatical morphemes was investigated by means of obligatory occasion analysis (Brown 1973) which examined their obligatory and correct use. The obtained results revealed progress only in the acquisition of the present tense copula be. The emergence of verb tenses was partly identified due to the insufficient suppliance of grammatical morphemes in the pupils’ speech production.
This paper examines the acquisition of verbal morphology in the developing interlanguage systems of Croatian learners of English as a foreign language (EFL). The longitudinal study inquired into the ...acquisition of four verb tenses (the Simple Present Tense, the Present Continuous Tense, the Simple Past Tense and the Present Perfect Tense) among the same group of 20 elementary school learners over a three-year period of learning (Grade 6, Grade 7 and Grade 8). The acquisition of verb tenses was studied with special empahasis on the second principle of tense-aspect acquisition, i.e. overgeneralization (Bardovi-Harlig 2000). The use of each verb tense was thus investigated exploring the distribution of its overgeneralized use in the
environments of other tenses under study. The research was conducted on a corpus of 36 transcribed audiotape recordings of parts of classroom dialogue. The average length of each recording was 15 minutes.
This paper describes learners’ beliefs about foreign language learning and teaching. The introduction discusses various definitions of learner beliefs and conflicting attitudes of some authors in ...this regard. The second part of the paper is a description of a research covering 120 elementary school students who have been learning English as their second language. BALLI questionnaire (Beliefs about Language Learning Inventory) was used to collect the data. Learner beliefs about foreign language aptitude, the nature and difficulty of language learning, learning and communication strategies and motivation are analyzed and interpreted in the light of practical experience in the classroom. The implications of these findings for EFL teaching are discussed in the final part of the paper.
This paper describes learners’ beliefs about foreign language learning and teaching. The introduction discusses various definitions of learner beliefs and conflicting attitudes of some authors in ...this regard. The second part of the paper is a description of a research covering 120 elementary school students who have been learning English as their second language. BALLI questionnaire (Beliefs about Language Learning Inventory) was used to collect the data. Learner beliefs about foreign language aptitude, the nature and difficulty of language learning, learning and communication strategies and motivation are analyzed and interpreted in the light of practical experience in the classroom. The implications of these findings for EFL teaching are discussed in the final part of the paper.
Tema ovog rada su učenički stavovi o učenju stranoga jezika. U uvodu
se razmatra problematika definiranja pojma učeničkih stavova i važnost
ispitivanja navedenih stavova za proces učenja i poučavanja ...stranoga
jezika. Opisuje se i komentira kvantitativno istraživanje provedeno na
uzorku od 120 učenika osnovnoškolske dobi (8. razred). Za ispitivanje
učeničkih stavova korišten je upitnik BALLI (Beliefs about Language Learning
Inventory). Analizirani su učenički stavovi vezani za talent za učenje
jezika, prirodu učenja jezika i poteškoće s kojima se učenici susreću,
strategije učenja i komunikacije te motivaciju. U zaključku su navedene
implikacije za nastavnu praksu.
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