Alan Beretta
Biographic Data
| ID | 732745 |
|---|---|
| NAME | Alan Beretta |
| GIVEN NAMES | Alan |
| FAMILY NAME | Beretta |
| SIGNATURE | BERETTA A |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A self-paced reading study of context effects in the processing of aspectual verbs in Mandarin
Research in the past few years has investigated the semantic complexity of expressions with aspectual verbs followed by entity-denoting complements such as finish the book that led to processing costs cross-linguistically. The Structured Individual Hypothesis (SIH) proposes that aspectual verbs lexically encode a function whose value (dimension) must be resolved. This ambiguity resolution is hypothesized to occur at the verb’s complement, where a…
Expressions with Aspectual Verbs Elicit Slower Reading Times than Those with Psychological Verbs: An Eye-Tracking Study in Mandarin Chinese
Linguistic Approaches to Agrammatism
Minimality effects in agrammatic comprehension: The role of lexical restriction and feature impoverishment
The derivation of postverbal subjects: Evidence from agrammatic aphasia
"As God said, and I think, rightly.."' Perspectives on Theory Construction in SLA: An Introduction
Journal Article “As God said, and I think, rightly...”' Perspectives on Theory Construction in SLA: An Introduction Get access ALAN BERETTA ALAN BERETTA Michigan Slate University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 14, Issue 3, September 1993, Pages 221–224, https://doi.org/10.1093/applin/14.3.221 Published: 01 September 1993 Article history Received: 01 September 1993 Published: 01…
Cognitive and Social Determinants of Discovery in SLA
This paper addresses an important part of theory construction, the production of new ideas, that is, the process of discovery, in order to determine what value insights from the philosophy, history, and sociology of science might have for the emerging discipline of SLA. We recognize the current conflict between those who espouse the rationality of science and those who point to social forces and personal motives as causal agents in the process of…
Evaluating Second Language Education
The Program Evaluator: The ESL Researcher Without Portfolio
A major problem for the ESL program evaluator is to address the questions that those who commission and hope to use evaluation findings want answered, without relinquishing his1 claims to academic research standards. In this paper, I first of all elaborate on the nature of the problem, arguing for recognition of the need for an increased dialogue between evaluation and policy analysis. I then proceed to highlight the dangers inherent in such a di…
Implementation of the Bangalore Project
This paper reports a study of the implementation of the Bangalore Project, an attempt at methodological innovation based on unconscious learning strategies. The data are detailed accounts of their experiences written by the Bangalore teachers. The accounts are analysed and rated according to defined Levels of Implementation (LIs). It is found that 'regular' teachers failed to come to terms with the demands of the project, but that a sense of'owne…
Attention to Form or Meaning? Error Treatment in the Bangalore Project
This article reports an evaluation study of the Bangalore project, a content-based approach to language learning. It examines the question, Do teachers attend to, meaning or to form, and is such a distinction observable in classroom practice? The study investigated the way that error treatment in Bangalore classrooms was realized in practice in a sample of 21 lesson transcripts. It was found that the treatment of linguistic error was largely cons…
Toward a Methodology of ESL Program Evaluation
techniques, teachers should be extremely cautious about embracing an overall approach which, in its attempt to develop their students' writing skills, creates a classroom situation that bears little resemblance to the situations in which those skills will eventually be exercised. Resisting the bandwagon (Leki, 1985, p. 6) is really quite easy when one realistically assesses what is there and what is not there in the process-oriented approach. 0
Program-Fair Language Teaching Evaluation
A basic, but inadequately fulfilled, requirement of evaluation studies comparing the effects of teaching programs is that the tests used should be program-fair. In this article, attention is first of all drawn to the potential for misinterpretation of experiments lacking program-fair criteria. Second, the strategies adopted by various researchers to come to terms with the issue are considered from the perspectives of (a) standardized tests, (b) s…
A Case for Field-experimentation in Program Evaluation1
This paper presents a case for the desirability of field-experimentation in language teaching program evaluation. The limitations of laboratory research are considered from the perspectives of internal and external validity, overall strategy, and an uncertain relationship with what happens in a classroom context. It is argued that laboratory research is not carried out with the aim of providing direct feedback to instructors, while field research…
Toward a Methodology of ESL Program Evaluation
techniques, teachers should be extremely cautious about embracing an overall approach which, in its attempt to develop their students' writing skills, creates a classroom situation that bears little resemblance to the situations in which those skills will eventually be exercised. Resisting the bandwagon (Leki, 1985, p. 6) is really quite easy when one realistically assesses what is there and what is not there in the process-oriented approach. 0
Program-Fair Language Teaching Evaluation
A basic, but inadequately fulfilled, requirement of evaluation studies comparing the effects of teaching programs is that the tests used should be program-fair. In this article, attention is first of all drawn to the potential for misinterpretation of experiments lacking program-fair criteria. Second, the strategies adopted by various researchers to come to terms with the issue are considered from the perspectives of (a) standardized tests, (b) s…
Minimality effects in agrammatic comprehension: The role of lexical restriction and feature impoverishment
Attention to Form or Meaning? Error Treatment in the Bangalore Project
This article reports an evaluation study of the Bangalore project, a content-based approach to language learning. It examines the question, Do teachers attend to, meaning or to form, and is such a distinction observable in classroom practice? The study investigated the way that error treatment in Bangalore classrooms was realized in practice in a sample of 21 lesson transcripts. It was found that the treatment of linguistic error was largely cons…
A Case for Field-experimentation in Program Evaluation1
This paper presents a case for the desirability of field-experimentation in language teaching program evaluation. The limitations of laboratory research are considered from the perspectives of internal and external validity, overall strategy, and an uncertain relationship with what happens in a classroom context. It is argued that laboratory research is not carried out with the aim of providing direct feedback to instructors, while field research…
Toward a Methodology of ESL Program Evaluation
techniques, teachers should be extremely cautious about embracing an overall approach which, in its attempt to develop their students' writing skills, creates a classroom situation that bears little resemblance to the situations in which those skills will eventually be exercised. Resisting the bandwagon (Leki, 1985, p. 6) is really quite easy when one realistically assesses what is there and what is not there in the process-oriented approach. 0
Program-Fair Language Teaching Evaluation
A basic, but inadequately fulfilled, requirement of evaluation studies comparing the effects of teaching programs is that the tests used should be program-fair. In this article, attention is first of all drawn to the potential for misinterpretation of experiments lacking program-fair criteria. Second, the strategies adopted by various researchers to come to terms with the issue are considered from the perspectives of (a) standardized tests, (b) s…
A Case for Field-experimentation in Program Evaluation1
This paper presents a case for the desirability of field-experimentation in language teaching program evaluation. The limitations of laboratory research are considered from the perspectives of internal and external validity, overall strategy, and an uncertain relationship with what happens in a classroom context. It is argued that laboratory research is not carried out with the aim of providing direct feedback to instructors, while field research…
Attention to Form or Meaning? Error Treatment in the Bangalore Project
This article reports an evaluation study of the Bangalore project, a content-based approach to language learning. It examines the question, Do teachers attend to, meaning or to form, and is such a distinction observable in classroom practice? The study investigated the way that error treatment in Bangalore classrooms was realized in practice in a sample of 21 lesson transcripts. It was found that the treatment of linguistic error was largely cons…
The Program Evaluator: The ESL Researcher Without Portfolio
A major problem for the ESL program evaluator is to address the questions that those who commission and hope to use evaluation findings want answered, without relinquishing his1 claims to academic research standards. In this paper, I first of all elaborate on the nature of the problem, arguing for recognition of the need for an increased dialogue between evaluation and policy analysis. I then proceed to highlight the dangers inherent in such a di…
Implementation of the Bangalore Project
This paper reports a study of the implementation of the Bangalore Project, an attempt at methodological innovation based on unconscious learning strategies. The data are detailed accounts of their experiences written by the Bangalore teachers. The accounts are analysed and rated according to defined Levels of Implementation (LIs). It is found that 'regular' teachers failed to come to terms with the demands of the project, but that a sense of'owne…
"As God said, and I think, rightly.."' Perspectives on Theory Construction in SLA: An Introduction
Journal Article “As God said, and I think, rightly...”' Perspectives on Theory Construction in SLA: An Introduction Get access ALAN BERETTA ALAN BERETTA Michigan Slate University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 14, Issue 3, September 1993, Pages 221–224, https://doi.org/10.1093/applin/14.3.221 Published: 01 September 1993 Article history Received: 01 September 1993 Published: 01…
Cognitive and Social Determinants of Discovery in SLA
This paper addresses an important part of theory construction, the production of new ideas, that is, the process of discovery, in order to determine what value insights from the philosophy, history, and sociology of science might have for the emerging discipline of SLA. We recognize the current conflict between those who espouse the rationality of science and those who point to social forces and personal motives as causal agents in the process of…
Evaluating Second Language Education
The derivation of postverbal subjects: Evidence from agrammatic aphasia
Minimality effects in agrammatic comprehension: The role of lexical restriction and feature impoverishment
Linguistic Approaches to Agrammatism
Expressions with Aspectual Verbs Elicit Slower Reading Times than Those with Psychological Verbs: An Eye-Tracking Study in Mandarin Chinese
A self-paced reading study of context effects in the processing of aspectual verbs in Mandarin
Research in the past few years has investigated the semantic complexity of expressions with aspectual verbs followed by entity-denoting complements such as finish the book that led to processing costs cross-linguistically. The Structured Individual Hypothesis (SIH) proposes that aspectual verbs lexically encode a function whose value (dimension) must be resolved. This ambiguity resolution is hypothesized to occur at the verb’s complement, where a…
Psychology (13 works) · Linguistics (10 works) · Philosophy (10 works) · Computer Science (9 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Neurobiology of Language and Bilingualism (5 works) · Second Language Learning and Teaching (5 works) · Sociology (5 works) · Syntax, Semantics, Linguistic Variation (5 works)