A Lexical-Semantic and Syntactic-Grammatical Analysis of Zambian English: Towards a "Meaning-to-Grammar Hypothesis" of Classroom Second Language Instruction.

Banda, Felix

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ455892

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0143-4632

EISSN: N/A

Available Date: N/A

A Lexical-Semantic and Syntactic-Grammatical Analysis of Zambian English: Towards a "Meaning-to-Grammar Hypothesis" of Classroom Second Language Instruction.

Banda, Felix

Journal of Multilingual and Multicultural Development, v13 n4 p341-57 1992

The intuitions and reasoned judgments of second-language learners of English were compared on a number of semantic and syntactic phenomena in the language. Because scores on the semantic tasks were higher than on syntactic tasks, it is assumed that classroom instruction should follow the same route. (24 references) (Author/LB)

Descriptors: African Languages, English (Second Language), Foreign Countries, Linguistic Performance, Second Language Instruction, Second Language Learning, Semantics, Syntax, Task Analysis, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Zambia

Grant or Contract Numbers: N/A

Author Affiliations: N/A