2.3.3.1 Learning the Syntactical System in the Classroom 97
2.3.3.2 Summary On Syntactical Development 98
2.3.4 Maturational Constraints and Lexical Development 99
2.3.5 Maturational Constraints and the Development of
DiscourseandPragmatics 103
2.4 CognitiveExpIanations 107
2.5 AffectiveConsiderations 108
2.5.1 AffectiveandsociaIConsiderations 108
2.5.2 Empathy and Acculturation 111
2.5.3 NaturaICharacteristics 114
2.6 Quantity and Quality of Exposure Time 114
2.6.1 LanguageStatus 116
2.7 Some Unanswered Questions and Problem Areas 118
2.8 Conclusion 125
CHAPTER THREE
Learning Outcomes from Primary School Foreign Language
Classrooms in Scotland and England
3.1 Introduction 130
3.2 Learning Outcomes from Classrooms in England 131
3.3 The Scottish Evaluation of Learning Outcomes in the
National Pilot 133
3.3.1 TheFrameworkforthescottjshEvaIuation 133
3.3.2 General Findings 135
3.4 A Review of Evaluations of Learning Outcomes 136
3.4.1 Phonological Development 137
3.4.2 Syntactical Development and Pre-fabricated Language 138
3.4.3 Lexical Development 143
3.4 4 DevelopmentofDiscourseSkiIIs 145
3.4 5 Performance at Standard Grade 147
3.4.6 Learners of Different'Abilities' 151
3.4.7 Learning Strategies 155
More intriguing information
1. The resources and strategies that 10-11 year old boys use to construct masculinities in the school setting2. Improving behaviour classification consistency: a technique from biological taxonomy
3. The name is absent
4. The name is absent
5. Road pricing and (re)location decisions households
6. The name is absent
7. Voting by Committees under Constraints
8. TWENTY-FIVE YEARS OF RESEARCH ON WOMEN FARMERS IN AFRICA: LESSONS AND IMPLICATIONS FOR AGRICULTURAL RESEARCH INSTITUTIONS; WITH AN ANNOTATED BIBLIOGRAPHY
9. Optimal Rent Extraction in Pre-Industrial England and France – Default Risk and Monitoring Costs
10. Benchmarking Regional Innovation: A Comparison of Bavaria, Northern Ireland and the Republic of Ireland