Terry Santos
Biographic Data
| ID | 5997891 |
|---|---|
| NAME | Terry Santos |
| GIVEN NAMES | Terry |
| FAMILY NAME | Santos |
| SIGNATURE | SANTOS T |
| AFFILIATIONS | California State University Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 1 |
Second Language Writing
purpose and strategy, which certainly implies that a number of different strategies should be used in vocabulary acquisition. In this view, the question of when a learner should skip, guess, look up, etc., is largely determined by the purpose of reading. Another aspect which needs to be stressed is not only the need to read extensively but how this activity leads to acquisition, that is, the question raised by Krashen (1989). In short, from this …
Replication in Applied Linguistics Research
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
The study reported in this article investigated the reactions of 178 professors to two 400-word compositions, one written by a Chinese student and the other by a Korean student. The professors, 96 of whom were in the humanities/social sciences and 82 of whom were in the physical sciences, were each asked to rate one of the two compositions on six 10-point scales, three of which focused on content (holistic impression, development, and sophisticat…
Markedness Theory and Error Evaluation
In recent years, researchers in second-language acquisition have begun to consider the application of linguistic markedness theory to aspects of second-language learning. This study seeks to extend markedness theory to the area of error evaluation, more specifically the reactions of native speakers to non-native-speaker errors. It is hypothesized that there is a directionality of error gravity involving marked and unmarked pairs of forms and stru…
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
The study reported in this article investigated the reactions of 178 professors to two 400-word compositions, one written by a Chinese student and the other by a Korean student. The professors, 96 of whom were in the humanities/social sciences and 82 of whom were in the physical sciences, were each asked to rate one of the two compositions on six 10-point scales, three of which focused on content (holistic impression, development, and sophisticat…
Replication in Applied Linguistics Research
Markedness Theory and Error Evaluation
In recent years, researchers in second-language acquisition have begun to consider the application of linguistic markedness theory to aspects of second-language learning. This study seeks to extend markedness theory to the area of error evaluation, more specifically the reactions of native speakers to non-native-speaker errors. It is hypothesized that there is a directionality of error gravity involving marked and unmarked pairs of forms and stru…
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
The study reported in this article investigated the reactions of 178 professors to two 400-word compositions, one written by a Chinese student and the other by a Korean student. The professors, 96 of whom were in the humanities/social sciences and 82 of whom were in the physical sciences, were each asked to rate one of the two compositions on six 10-point scales, three of which focused on content (holistic impression, development, and sophisticat…
Replication in Applied Linguistics Research
Second Language Writing
purpose and strategy, which certainly implies that a number of different strategies should be used in vocabulary acquisition. In this view, the question of when a learner should skip, guess, look up, etc., is largely determined by the purpose of reading. Another aspect which needs to be stressed is not only the need to read extensively but how this activity leads to acquisition, that is, the question raised by Krashen (1989). In short, from this …
Linguistics (4 works) · Philosophy (4 works) · Psychology (4 works) · Applied linguistics (2 works) · EFL/ESL Teaching and Learning (2 works) · Natural Language Processing Techniques (2 works) · Second Language Acquisition and Learning (2 works) · Sociology (2 works) · Academic writing (1 work) · Biology (1 work)