202 useful exercises for IELTS by Garry Adams, Terry Peck, Helenka Piotrowski

By Garry Adams, Terry Peck, Helenka Piotrowski

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Nine is gonna be s´ı again mintieron and obviously I spelled number 11 wrong so I can fix that (changes mentieron to mintieron)’ This technique appears to have been successful in distinguishing between two levels of awareness (those who showed higher levels of awareness learned more than those whose protocols showed that they merely attended and noticed), but once again it is difficult to see how such techniques could show that subjects did not attend or notice something, since verbal reports (even when concurrent) cannot be assumed to include everything that is noticed (see Jourdenais, this volume, for further discussion).

The opposite of no, so it is supposed to be s´ı, so 11 across is gonna be mintieron (fills in mintieron)’ Noticing with metalinguistic awareness: ‘ . . now let’s see where is number 17 down? oh se durmieron, con a with a u . . repetir, ellos repitieron? I think it has a stem change, 25 down ir, ´ done cool, I like yes! . four down would be tu, so durmi o´ (writes in durmi o) this. Number 5 ellos of pedir, that asked, pidieron and it’s good . . nine is gonna be s´ı again mintieron and obviously I spelled number 11 wrong so I can fix that (changes mentieron to mintieron)’ This technique appears to have been successful in distinguishing between two levels of awareness (those who showed higher levels of awareness learned more than those whose protocols showed that they merely attended and noticed), but once again it is difficult to see how such techniques could show that subjects did not attend or notice something, since verbal reports (even when concurrent) cannot be assumed to include everything that is noticed (see Jourdenais, this volume, for further discussion).

Thus the learning slows down, being drawn out from an exponential towards a power law. Although many lexical phenomena, because they involve relatively idiosyncratic memories, follow simply the power law of practice, other aspects of language acquisition, particularly those involving systemic generalisations, may seem at first sight to violate it. Thus there are classic exceptions like U-shaped learning curves and apparent backslidings in the acquisition of inflectional morphology and syntax more 40 Theoretical issues generally.

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