Birgit Harley
Biographic Data
| ID | 3842703 |
|---|---|
| NAME | Birgit Harley |
| GIVEN NAMES | Birgit |
| FAMILY NAME | Harley |
| SIGNATURE | HARLEY B |
| AFFILIATIONS | Institute for Christian Studies |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 3 |
Vocabulary Learning in the Content-oriented Second-language Classroom
This study is concerned with the strategies that adolescent learners use to discover the meaning of new words in a second language and to consolidate their knowledge of such words. A questionnaire is used to probe the perceptions of students in two content-oriented French second language classrooms at the secondary school level. The questions focus on what actions the learners take to determine the meaning of unfamiliar French words, how helpful …
Listening Strategies in ESL
How the age of the learner affects the acquisition of an L2 is an issue that remains controversial (see, e.g., Birdsong, 1999; Harley & Wang, 1997; Singleton, 1997). Whereas most studies of this question have focused on comparing the relative success of learners who began to learn the L2 at different ages, the study reported here is concerned with learning processes at different ages. Its goal is to gain a new understanding of the listening strat…
Second Language Processing at Different Ages
Seeking a processing explanation for the phonological merits of early age exposure to second language use, this study investigates the relationship between age of arrival in the L2 environment and a preference for prosodic versus syntactic cues to sentence interpretation in English. The learners were Cantonese-speaking ESL students at Canadian schools: 13 students in Grade 2,27 students in Grades 7/8, and 16 in Grades 11/12. All had been in Canad…
After immersion
Surveys of recent graduates of French immersion programmes in Canada have found relatively few of them making substantial use of French in the years immediately following their schooling. What factors appear to be influencing this phenomenon? Do these young adults risk losing the second language skills that they have invested so much time in developing over their school careers? What advice can one give to those who wish to maintain their skills …
Directions in immersion research
This paper begins with an overview of the French immersion programs offered in Canada, and then focuses on some current issues and directions in French immersion research. The monitoring of learning outcomes—in English mother tongue, French second language, and other school subjects taught in French—is seen as one major area of continuing importance for research. A second area of study is the diagnostic analysis of the learners’ second language d…
Functional Grammar in French Immersion
The role of grammar teaching in promoting communicative competence among classroom L2 learners is a much-debated issue. In this experimental study, the effect of a functional approach to grammar teaching is examined in the context of French immersion classes at the grade 6 level. The students are provided with focused input in a problematic area of French grammar and with increased opportunities for meaningful production of the relevant target fo…
Effects of Instruction on Sla
Inverstigating the effects of classroom instruction on second language acquisition is a fascinating, but formidable, task: fascinating, because it addresses fundamental issues concerning the nature of the mental processes underlying SLA and how they are affected by different learning conditions; formidable, because of the complex, multifaceted nature of both SLA and instruction, the difficulty of establishing valid and reliable profiles of each, …
Age in Second Language Acquisition
Listening Strategies in ESL
How the age of the learner affects the acquisition of an L2 is an issue that remains controversial (see, e.g., Birdsong, 1999; Harley & Wang, 1997; Singleton, 1997). Whereas most studies of this question have focused on comparing the relative success of learners who began to learn the L2 at different ages, the study reported here is concerned with learning processes at different ages. Its goal is to gain a new understanding of the listening strat…
Second Language Processing at Different Ages
Seeking a processing explanation for the phonological merits of early age exposure to second language use, this study investigates the relationship between age of arrival in the L2 environment and a preference for prosodic versus syntactic cues to sentence interpretation in English. The learners were Cantonese-speaking ESL students at Canadian schools: 13 students in Grade 2,27 students in Grades 7/8, and 16 in Grades 11/12. All had been in Canad…
Directions in immersion research
This paper begins with an overview of the French immersion programs offered in Canada, and then focuses on some current issues and directions in French immersion research. The monitoring of learning outcomes—in English mother tongue, French second language, and other school subjects taught in French—is seen as one major area of continuing importance for research. A second area of study is the diagnostic analysis of the learners’ second language d…
After immersion
Surveys of recent graduates of French immersion programmes in Canada have found relatively few of them making substantial use of French in the years immediately following their schooling. What factors appear to be influencing this phenomenon? Do these young adults risk losing the second language skills that they have invested so much time in developing over their school careers? What advice can one give to those who wish to maintain their skills …
Age in Second Language Acquisition
Effects of Instruction on Sla
Inverstigating the effects of classroom instruction on second language acquisition is a fascinating, but formidable, task: fascinating, because it addresses fundamental issues concerning the nature of the mental processes underlying SLA and how they are affected by different learning conditions; formidable, because of the complex, multifaceted nature of both SLA and instruction, the difficulty of establishing valid and reliable profiles of each, …
Functional Grammar in French Immersion
The role of grammar teaching in promoting communicative competence among classroom L2 learners is a much-debated issue. In this experimental study, the effect of a functional approach to grammar teaching is examined in the context of French immersion classes at the grade 6 level. The students are provided with focused input in a problematic area of French grammar and with increased opportunities for meaningful production of the relevant target fo…
Directions in immersion research
This paper begins with an overview of the French immersion programs offered in Canada, and then focuses on some current issues and directions in French immersion research. The monitoring of learning outcomes—in English mother tongue, French second language, and other school subjects taught in French—is seen as one major area of continuing importance for research. A second area of study is the diagnostic analysis of the learners’ second language d…
After immersion
Surveys of recent graduates of French immersion programmes in Canada have found relatively few of them making substantial use of French in the years immediately following their schooling. What factors appear to be influencing this phenomenon? Do these young adults risk losing the second language skills that they have invested so much time in developing over their school careers? What advice can one give to those who wish to maintain their skills …
Second Language Processing at Different Ages
Seeking a processing explanation for the phonological merits of early age exposure to second language use, this study investigates the relationship between age of arrival in the L2 environment and a preference for prosodic versus syntactic cues to sentence interpretation in English. The learners were Cantonese-speaking ESL students at Canadian schools: 13 students in Grade 2,27 students in Grades 7/8, and 16 in Grades 11/12. All had been in Canad…
Vocabulary Learning in the Content-oriented Second-language Classroom
This study is concerned with the strategies that adolescent learners use to discover the meaning of new words in a second language and to consolidate their knowledge of such words. A questionnaire is used to probe the perceptions of students in two content-oriented French second language classrooms at the secondary school level. The questions focus on what actions the learners take to determine the meaning of unfamiliar French words, how helpful …
Listening Strategies in ESL
How the age of the learner affects the acquisition of an L2 is an issue that remains controversial (see, e.g., Birdsong, 1999; Harley & Wang, 1997; Singleton, 1997). Whereas most studies of this question have focused on comparing the relative success of learners who began to learn the L2 at different ages, the study reported here is concerned with learning processes at different ages. Its goal is to gain a new understanding of the listening strat…
Psychology (7 works) · Linguistics (6 works) · EFL/ESL Teaching and Learning (3 works) · Grammar (3 works) · Philosophy (3 works) · Computer Science (2 works) · French immersion (2 works) · Immersion (mathematics (2 works) · Mathematics (2 works) · Mathematics education (2 works)