By J.B. Greenough, G. L. Kittredge, A.A. Howard, Benj. L. D'Ooge, Anne Mahoney, J.H. Allen
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Additional resources for Allen and Greenough's New Latin Grammar
For example, in one study, the learning style preferences of Irish students from Trinity College Dublin, are reported as being for oral interaction and group learning, styles which reflect the ‘general tendency of pedagogical practice in western Europe’ (Little and Singleton 1990: 14). In contrast, the sort of open, ‘risk-taking’ learning style identified in the Oxford classification above is less likely to be prevalent among learners from societies such as Japan, where maintenance of ‘face’ is a high priority (see, for example, Skehan 1989: 118).
In all likelihood, input combines with other factors such as the learner’s L1, the learner’s communicative need to express certain meanings and the learner’s internal processing mechanisms. input should be seen as just one of a “conspiracy of factors” [Sharwood Smith 1985: 402]. (Ellis 1994: 287-8) As one of these factors, then, input would appear to be most valuable when it is in the form of authentic texts which contain a rich variety of unmediated elements from which the language learner can source his/her language acquisition.
The conclusions regarding this criterion appear to be similar to those relating to acquisition rate. Improvements in accuracy in any given structure, depend on whether the learner’s interlanguage is at the appropriate receptive stage when learning the form. This appears, once more, to be true regardless of the type of learning situation: 34 Designing Authenticity into Language Learning Materials One important factor determining whether formal instruction results in improved accuracy is the learner’s stage of development.