Thematische Bibliographien / English language acquisition

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Auswahl der wissenschaftlichen Literatur zum Thema „English language acquisition“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "English language acquisition"

Smith, Daniel. „Spanish and English contact and morpheme acquisition“. Normas 7, Nr. 2 (20.12.2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.

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Lowdermilk, John, Cheryl Fielding, Raúl Mendoza, Román García de Alba und Cynthia Simpson. „Selecting English Language Acquisition Technology“. Journal of Special Education Technology 27, Nr. 1 (März 2012): 77–80. http://dx.doi.org/10.1177/016264341202700107.

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Huffines, Marion Lois. „Acquisition Strategies in Language Death“. Studies in Second Language Acquisition 13, Nr. 1 (März 1991): 43–55. http://dx.doi.org/10.1017/s0272263100009712.

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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity identified as operative across languages operates within the learner language as internal analogy. Learners also seek to maximize the distance between English and Pennsylvania German and emphasize the distinctiveness of each.

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Lotze, Nathaniel. „Second Language Acquisition Applied To English Language Teaching“. TESOL Journal 10, Nr. 1 (März 2019): e00414. http://dx.doi.org/10.1002/tesj.414.

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Beresova, Jana. „Using English as a gateway to Romance language acquisition“. Global Journal of Foreign Language Teaching 6, Nr. 1 (01.08.2016): 28. http://dx.doi.org/10.18844/gjflt.v6i1.571.

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The paper focuses on Romance language acquisition through English acquired as the first foreign language. A conscious approach to relations between languages enables learners, who acquired certain knowledge, attitudes and skills while learning one language, to learn other languages more easily. Research is based on contrastive analysis of two Romance languages – French and Spanish – and their relations to English. Learning those two Romance languages was carried out through the knowledge of some principles of how languages function and are related to each other. The analysis of vocabulary and grammar focuses on similarities between the three mentioned languages, emphasising the level of intensity in similarity on one hand, and possible problems related to spelling, pronunciation and meaning on the other hand. The research supports the idea of language plurality in education, and the necessity to help learners construct and continuously broaden and deepen their own plurilingual competence. Keywords: pluringuialism; multilingualism; FREPA; contrastive analysis;

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Lazebna, Nataliia, und Anatoliy Prykhodko. „Digital discourse of English language acquisition“. Journal of Language and Linguistic Studies 17, Nr. 2 (23.06.2021): 971–82. http://dx.doi.org/10.52462/jlls.67.

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Iakovleva, Tatiana. „Typological constraints in foreign language acquisition“. Language, Interaction and Acquisition 3, Nr. 2 (19.12.2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.

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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.

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Dávila, Alberto, und Marie T. Mora. „LEP Language Disability, Immigration Reform, and English-Language Acquisition“. American Economic Review 106, Nr. 5 (01.05.2016): 478–83. http://dx.doi.org/10.1257/aer.p20161113.

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Policy might partly shape the English-language acquisition of Hispanics migrating to the U.S. mainland, particularly policies related to limited-English-language disability benefits and immigration reform. Using data from the American Community Survey, we find that island-born Puerto Ricans on the U.S. mainland, as U.S. citizens, may have lower incentives to learn English than Hispanic immigrants because of their higher participation in LEP disability programs. However, among Mexican immigrants, recent immigration reform aimed at interior enforcement might have increased incentives for Mexican immigrants to learn English to reduce their probability of detection, if speaking English proxies for undocumented status.

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Leung, Yan-kit Ingrid. „Verb morphology in second language versus third language acquisition“. EUROSLA Yearbook 6 (20.07.2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.

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Sulindra, Eric. „Teaching English for Specific Purposes: Content Language Acquisition vs General Language Acquisition“. Beyond Words 7, Nr. 2 (November 2019): 122–36. http://dx.doi.org/10.33508/bw.v7i2.1835.

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Dissertationen zum Thema "English language acquisition"

Al-Alami, Suhair. „Utilising fiction to promote English language acquisition“. Thesis, Aston University, 2012. http://publications.aston.ac.uk/18726/.

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Towards the end of the university stage, students residing in the United Arab Emirates and specialising in subjects other than English are expected- amongst other university requirements- to have acquired adequate communicative competence as well as a repertoire of critical thinking skills. Despite the efforts made within the field of teaching English to EFL university students in the country, the output gained in terms of acquired skills and competencies is still below expectations. The main concerns of the current thesis are, therefore, a) to investigate the factors which inhibit EFL university students’ progress in the areas of acquiring adequate communicative competence as well as critical thinking skills, and b) to propose a course book and pedagogic methods to improve students’ progress in the areas of acquiring adequate communicative competence as well as critical thinking skills. Believing in the essential role literature plays in enhancing critical thinking and promoting communicative competence on the part of EFL learners, the current study introduces a course, designed and implemented by the researcher: LEARN AND GAIN. The proposed course is fiction-based language teaching, adopting the view that literature is a resource rather than an object, thus advocating the use of literature as one of the main resources in foreign/second language acquisition. Investigating whether or not the proposed course was effective in promoting EFL university students’ communicative competence as well as enhancing their critical thinking skills, a study sample taken from the study population was selected. Adopting an experimental design, the research project involved two groups: experimental and control. The experimental group students were exposed to the proposed course whilst the control group students were exposed to a general English language course. To examine treatment effectiveness, the researcher set and administered a pre-post test. Divided into two main parts, communicative critical reading competence and communicative critical writing competence, the pre-post test measured subjects’ communicative critical reading competence and subjects’ communicative critical writing competence. In addition, a pre-post questionnaire was administered and a semi-structured interview was conducted involving the experimental group students, to gain an awareness of students’ attitudes towards learning literary texts in general, and the proposed course in particular. To examine issues of interest and relevance, gender differences: male vs. female, and university major: science vs. non-science, were also examined for enrichment purposes. For the purpose of gathering sufficient data about subjects’ achievements on the pre-post, the following statistical tests were conducted: Mann-Whitney test, and paired data t-test. Based on the statistical findings, the experimental group students’ performance on the communicative critical reading competence pre-post test and the communicative critical writing competence pre-post test was significantly better than their counterparts of the control group students. Speaking of gender differences in relation to language performance on the communicative critical reading competence pre-post test and the communicative critical writing competence pre-post test, no significant differences were cited. Neither did the researcher cite any significant performance differences between science/non-science students on the communicative critical reading competence pre-post test and the communicative critical writing competence pre-post test. As far as the questionnaire’s findings are concerned, the experimental group students’ responses to the post-questionnaire’s items were more positive than those of their responses to the pre-questionnaire’s, thus indicating some positive attitudes towards literature, which students possibly gained throughout the course of implementation. Relating the discussion to the interview’s results, students conveyed their satisfaction with the proposed course, emphasising that promoting English language skills through the use of literary texts was rewarding. In the light of findings and conclusions, a number of recommendations as well as implications have been proposed. The current study aimed to arrive at some appropriate suggestions to a number of enquiries, yet concluding with some areas of enquiry to be explored for further research.

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Chiu, Lai-wan Hazel. „Consciousness-raising and the acquisition of grammar“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Gardner, Eliza Racquel. „Language Acquisition with English Language Learners Who Have Developmental Delays“. BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6725.

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The current study examined the effects of language instruction with two preschool age students who are English language learners who have developmental delays using the incidental teaching method. Language targets were randomly chosen according to the language level of each student and the targets were either in Spanish (L1) or English (L2). The students were in a special education classroom and researchers worked with them one-on-one, using the natural learning environment to teach and to better implement learning objectives. Targets were withheld during play and students had to mand, tact, or use intraverbal skills to receive the item. Their reward was the object they desired after they manded, tacted, or used intraverbal language. The experimental effects were measured using a single case, repeated acquisition design. The intervention was maintained for five months. The results indicated that acquisition of English (L2) is acquired faster after Spanish (L1) has been appropriately taught. Implications for further research are discussed.

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Parrilla, Larissa Karina. „Multimedia Technologies' Influence on Language Acquisition in English Language Learners“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.

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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.

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Jakielski, Kathy Jo. „Motor organization in the acquisition of consonant clusters /“. Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Itani-Adams, Yuki. „One child, two languages : bilingual first language acquisition in Japanese and English“. Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This study investigates Hannah’s lexical development, the acquisition of morphology and syntax in the two languages. Unlike previous studies in bilingual children’s lexicon (Deuchar and Quay, 2000), this study focuses on the composition of the lexicon in each language to test for language-specific developmental patterns (Gentner and Boroditsky, 2001).The study also compares the development of these two languages in terms of MLU, lexical, morphological and syntactic development. Furthermore, the study examines the relationships between lexical and grammatical development within each of the two languages and tests the Critical Mass Hypothesis (Marchman and Bates, 1994) in a bilingual context. One of the central issues in the field of BFLA, identified by scholars such as DeHouwer (2005) and Meisel (1990a), is to characterise the relationship between the two developing languages of one child. Does a bilingual child initially develop the two languages as one linguistic system that later separates into two as expounded by Volterra and Taeschner (1978), or does a bilingual child develop the two languages separately from the beginning, as represented by De Houwer’s (1990) Separate Development Hypothesis (SDH)? Previous BFLA studies addressing this issue (e.g., De Houwer, 1990; Meisel, 1990a; Mishina, 1997; Paradis and Genesee, 1996) did not have a common point of reference to compare the development of two different languages directly. In the present study, PT provides a common point of reference for a direct comparison of the development of two typologically distant languages. Results indicate that both Japanese and English of the child developed in the sequence predicted by PT. They also support the SDH for lexical development, the acquisition of morphology and word order. The study confirms the Critical Mass Hypothesis in bilingual context. The results from the present study suggest that, for one bilingual child, Japanese and English each developed in parallel but in a separate manner.

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Itani-Adams, Yuki. „One child, two languages bilingual first language acquisition in Japanese and English /“. View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Mohamed, Ayman Ahmed Abdelsamie Larson-Hall Jenifer. „Investigating incidental vocabulary acquisition in ESL conversation classes“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12165.

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Yam, Pui Suen Josephine. „The acquisition of English consonant clusters by Hong Kong learners“. access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3203176.

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Hsieh, Fang-Yen. „Relative clause acquisition in second language Chinese and second language English“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Bücher zum Thema "English language acquisition"

Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Holzhauser-Peters, Leslie. Language learning experiences: Practical language activities & reproducible activity reviews. Phoenix, Ariz: ECL Publications, 1986.

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Second language vocabulary acquisition. Bern: Peter Lang, 2009.

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Introducing second language acquisition. 2. Aufl. Cambridge: Cambridge University Press, 2012.

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Second dialect acquisition. Cambridge: Cambridge University Press, 2010.

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Syamala, V. Language acquisition, theory and practice. Trivandrum: DLA Publications, 1993.

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A child's learning of English. Oxford, OX, UK: B. Blackwell in association with A. Deutsch, London, 1985.

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Harley, Brigit. Age in second language acquisition. San Diego, CA: College-Hill Press, 1986.

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Vásquez, Anete. Teaching language arts to English language learners. New York: Routledge, 2010.

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Buchteile zum Thema "English language acquisition"

Hardie, Andrew. „Language Acquisition“. In English Language, 609–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_37.

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Hardie, Andrew, und Silke Brandt. „First Language Acquisition“. In English Language, 541–59. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_37.

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Blake, N. F., und Jean Moorhead. „Language Acquisition“. In Introduction to English Language, 29–54. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22869-0_2.

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Kalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina und Sunaina Shenoy. „L2 English language acquisition“. In The Politics of English Language Education and Social Inequality, 122–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-9.

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Peters, Ann M. „From Prosody to Grammar in English“. In Language Acquisition and Language Disorders, 121–56. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.24.07pet.

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Geis, Michael L., und Linda L. Harlow. „Politeness strategies in French and English“. In Studies on Language Acquisition, 129–54. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110219289.2.129.

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Lennon, Paul. „Language Acquisition and Language Learning“. In The Foundations of Teaching English as a Foreign Language, 1–30. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-1.

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Eistenstein Ebsworth, Miriam, Jean W. Bodman und Mary Carpenter. „Cross-cultural realization of greetings in American English“. In Studies on Language Acquisition, 89–108. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110219289.2.89.

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Kanno, Kazue. „Acquisition of Verb Gapping in Japanese by Mandarin and English Speakers“. In Language Acquisition and Language Disorders, 159. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/lald.20.12kan.

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Connor, Ulla, Kristen Precht und Thomas A. Upton. „Business English“. In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Konferenzberichte zum Thema "English language acquisition"

Atsari, Fauzan. „Strategies in Vocabulary Acquisition“. In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.27.

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Qhobosheane, Motsamai Edward, und Pule Phindane. „SPEAKING IN A LANGUAGE VERSUS SPEAKING A LANGUAGE IN COMMUNICATIVE COMPETENCE ATTAINMENT“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end125.

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"This article aimed to promote speaking skill as part of communicative competence acquisition, under the auspices of Communicative Language Teaching approach in English as a First Additional Language in intermediate phase (Grade 4-6) in Free State province township primary schools. Moreover, this article aimed to ensure that proficient learners in English are produced for the senior phase, and that the conducive communicative environment is created as well as to be sustained by all stakeholders, to enable the learners’ communicative competence acquisition, hence English is adopted as the Language of Learning and Teaching (LoLT) in most Free State township primary schools. In the same vein, this article seeks to promote the adoption of English as LoLT in foundation phase, for better communicative competence acquisition in intermediate phase. English beyond the classroom approach, and English across the curriculum, are the two approaches advocated by this article to make communicative competence to be the goal and the responsibility of all the stakeholders inside and outside the teaching and learning classroom environment. For the intensive and the extensive knowledge regarding speaking as part of communicative competence, scholarly articles were consulted by the researcher."

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Zhao, Yanmei. „Enlightenment of Second Language Acquisition from Language Thinking in English Teaching“. In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.68.

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Deng, Yun. „English Acquisition as Second Language by Two English Major Students in China“. In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.81.

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Sakai, Yuta, Kenji Sugiki und Shigeki Matsubara. „Acquisition of useful expressions from English research papers“. In 2009 Eighth International Symposium on Natural Language Processing (SNLP). IEEE, 2009. http://dx.doi.org/10.1109/snlp.2009.5340948.

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Sun, Yan. „Krashen's Second Language Acquisition Theory in Business English Teaching“. In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.299.

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Ye, Xiaojuan. „Using Children’s Literature to Develop Pupils’ English Language Acquisition“. In 2021 International Conference on Culture, Design and Social Development (CDSD 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220109.040.

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Hu, Dan, Hui Feng und Tongyu Wu. „English stress acquisition by native speakers of Tibetan“. In 2016 10th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2016. http://dx.doi.org/10.1109/iscslp.2016.7918469.

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Jin, Jingya, und Donghong Liu. „Negative Transfer of Sichuan Dialect in English Vowel Acquisition“. In 2021 International Conference on Asian Language Processing (IALP). IEEE, 2021. http://dx.doi.org/10.1109/ialp54817.2021.9675207.

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Zhang, Yafeng. „Acquisition of English Tough Construction by Chinese Learners of English as Second Language“. In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.83.

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Berichte der Organisationen zum Thema "English language acquisition"

O'Malley, J. M., Anna U. Chamot, Lisa Kupper und Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, Januar 1987. http://dx.doi.org/10.21236/ada192006.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5865.

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Lavadenz, Magaly, Elvira Armas und Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3rd and 7th grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.

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O'Malley, J. M., R. P. Russo und A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, Mai 1985. http://dx.doi.org/10.21236/ada160395.

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