Barbara F Freed
Biographic Data
| ID | 733987 |
|---|---|
| NAME | Barbara F Freed |
| GIVEN NAMES | Barbara F |
| FAMILY NAME | Freed |
| SIGNATURE | FREED B F |
| AFFILIATIONS | Carnegie Mellon University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 1 |
Context of Learning and Second Language Fluency in French
We compared the acquisition of various dimensions of fluency by 28 students of French studying in three different learning contexts: formal language classrooms in an at home (AH) institution, an intensive summer immersion (IM) program, and a study abroad (SA) setting. For the purpose of oral data collection, students participated in oral interviews (similar to the Oral Proficiency Interview) at the beginning and the end of the semester and provid…
Context, Contact, and Cognition in Oral Fluency Acquisition
This study investigates the role of context of learning in second language (L2) acquisition. Participants were 40 native speakers of English studying Spanish for one semester in one of two different learning contexts—a formal classroom at a home university (AH) and a study abroad (SA) setting. The research looks at various indexes of oral performance gains—particularly gains in oral fluency as measured by temporal and hesitation phenomena and gai…
The Language Contact Profile
Efforts to gather data of various sorts—demographics, language-learning history, contact with native speakers, use of the language in the field—as they relate to participants in SLA research studies are inherent to understanding more about language acquisition and use. Scholars frequently develop questionnaires of their own, which are rarely shared widely in the profession. Consequently, much time and effort is invested in reinventing the process…
Learning Context and Its Effects on Second Language Acquisition
Thirty years ago, Dell Hymes (1972) observed that knowing what goes on outside the school setting is necessary to understanding what goes on inside. He noted further that “the key to understanding language in context is to start not with language but with context ... [and then to] systematically relate the two” (pp. xix–lvii). Recently, the importance of learning context has stirred debate within SLA circles, and two coexisting lines of research …
Second Language Acquisition in a Study Abroad Context
Second Language Acquisition in a Study Abroad Context brings together for the first time a series of studies which explore the relationship between language learning and the study abroad experience. Utilizing different research methodologies (quantitative, qualitative, descriptive), the focus in this collection is on various aspects of second language learning, including the acquisition of sociolinguistic competence, the acquisition of fluency, t…
What Makes Us Think That Students Who Study Abroad Become Fluent?
Preliminary Impressions of the Effects of a Proficiency‐Based Language Requirement 1
The last few years have seen a proliferation of articles on proficiency‐based instruction. To date, however, there have been relatively few publications which provide results and describe the effects of proficiency‐based programs. The purpose of this article is to provide some preliminary data, thoughts, and impressions on the effect of the proficiency‐based foreign language requirement instituted within the last five years at the University of P…
Foreigner Talk, Baby Talk, Native Talk
Communication Techniques and Teaching Reading
Much of the current emphasis on communication techniques has been reserved for oral work in the language, although many researchers and practitioners in second language instruction are faced with the concern of reading acquisition along with the acquisition of the spoken language. This paper relates work on oral communication to reading. For this purpose, communication is defined in the information theory sense of ‘shared information.’ The activi…
Preliminary Impressions of the Effects of a Proficiency‐Based Language Requirement 1
The last few years have seen a proliferation of articles on proficiency‐based instruction. To date, however, there have been relatively few publications which provide results and describe the effects of proficiency‐based programs. The purpose of this article is to provide some preliminary data, thoughts, and impressions on the effect of the proficiency‐based foreign language requirement instituted within the last five years at the University of P…
Communication Techniques and Teaching Reading
Much of the current emphasis on communication techniques has been reserved for oral work in the language, although many researchers and practitioners in second language instruction are faced with the concern of reading acquisition along with the acquisition of the spoken language. This paper relates work on oral communication to reading. For this purpose, communication is defined in the information theory sense of ‘shared information.’ The activi…
Foreigner Talk, Baby Talk, Native Talk
Preliminary Impressions of the Effects of a Proficiency‐Based Language Requirement 1
The last few years have seen a proliferation of articles on proficiency‐based instruction. To date, however, there have been relatively few publications which provide results and describe the effects of proficiency‐based programs. The purpose of this article is to provide some preliminary data, thoughts, and impressions on the effect of the proficiency‐based foreign language requirement instituted within the last five years at the University of P…
Second Language Acquisition in a Study Abroad Context
Second Language Acquisition in a Study Abroad Context brings together for the first time a series of studies which explore the relationship between language learning and the study abroad experience. Utilizing different research methodologies (quantitative, qualitative, descriptive), the focus in this collection is on various aspects of second language learning, including the acquisition of sociolinguistic competence, the acquisition of fluency, t…
What Makes Us Think That Students Who Study Abroad Become Fluent?
Context of Learning and Second Language Fluency in French
We compared the acquisition of various dimensions of fluency by 28 students of French studying in three different learning contexts: formal language classrooms in an at home (AH) institution, an intensive summer immersion (IM) program, and a study abroad (SA) setting. For the purpose of oral data collection, students participated in oral interviews (similar to the Oral Proficiency Interview) at the beginning and the end of the semester and provid…
Context, Contact, and Cognition in Oral Fluency Acquisition
This study investigates the role of context of learning in second language (L2) acquisition. Participants were 40 native speakers of English studying Spanish for one semester in one of two different learning contexts—a formal classroom at a home university (AH) and a study abroad (SA) setting. The research looks at various indexes of oral performance gains—particularly gains in oral fluency as measured by temporal and hesitation phenomena and gai…
The Language Contact Profile
Efforts to gather data of various sorts—demographics, language-learning history, contact with native speakers, use of the language in the field—as they relate to participants in SLA research studies are inherent to understanding more about language acquisition and use. Scholars frequently develop questionnaires of their own, which are rarely shared widely in the profession. Consequently, much time and effort is invested in reinventing the process…
Learning Context and Its Effects on Second Language Acquisition
Thirty years ago, Dell Hymes (1972) observed that knowing what goes on outside the school setting is necessary to understanding what goes on inside. He noted further that “the key to understanding language in context is to start not with language but with context ... [and then to] systematically relate the two” (pp. xix–lvii). Recently, the importance of learning context has stirred debate within SLA circles, and two coexisting lines of research …
Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Computer Science (5 works) · Mathematics education (5 works) · Context (archaeology) (4 works) · Pedagogy (4 works) · Second Language Learning and Teaching (4 works) · Second-language acquisition (4 works) · Language proficiency (3 works)