By Natalia Bitekhtina, Larisa Grushevskaya, Yulia Sheina
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This quantity is the 1st devoted to the transforming into box of idea and study on moment language processing and parsing.
The fourteen papers during this quantity provide state of the art learn utilizing a few diversified languages (e. g. , Arabic, Spanish, eastern, French, German, English) and buildings (e. g. , relative clauses, wh-gaps, gender, quantity) to check a number of concerns in moment language processing: first language effect, even if non-natives can in attaining native-like processing, the jobs of context and prosody, the results of operating reminiscence, and others.
The researchers contain either tested students and more recent voices, all supplying vital insights into the criteria that impact processing and parsing in a moment language.
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2. Stott, Language Teaching in the New Education, London, University of London Press, 1946, p. 94. , p. 100. 30 DIVERSIFICATION IN MODERN LANGUAGE TEACHING 35 IAAM, op. , pp. 40–1. 36 Ministry of Education, Modern Languages, London, HMSO, 1956 (= Pamphlet No. 29), p. 10. , p. 96. 38 Association of Assistant Mistresses in Secondary Schools, Memorandum on Modern Language Teaching, London, University of London Press, 1956, p. 13. ), Languages in Schools: From Complacency to Conviction, London, Centre for Information on Language Teaching and Research (CILT), 1988, pp.
On the issue of diversification, while the draft statement had simply referred to the dominance of French in secondary schools as ‘inappropriate to the needs of a modern trading nation’, the final document makes it plain that ‘this position is not satisfactory’. Furthermore, while the draft suggested that ‘some larger schools… should consider offering two first foreign languages’, the final statement urges that ‘in order to secure diversification, larger schools should…offer two alternative first foreign languages’, the omission of the words ‘some’ and ‘consider’ lending much greater weight to the government’s support for diversification of FL1 provision.
5 The Hadley Report, to which we shall return in Chapter 3, reached some positive conclusions on the experiences of twentythree schools selected for investigation. 6 These two reports drew welcome attention to the question of diversified provision in modern languages. At the same time the curriculum in general was being subjected to closer scrutiny than ever before. The far-reaching debate initiated by Prime Minister Callaghan’s famous Ruskin College speech of 1976 had led inexorably towards the formal establishment of a National Curriculum (avec majuscule) through the provisions of a radically new Education Act.