Thesamecontentwasthusdealtwithinbothclasses,,,inClassB,,thedifferenceshadtodowithhowthecontentwasstructured,whatvariedprimarilyandwhatvariedsecondarily,andhencewhatlearnerattentionwasattractedto.
Inmanyofthepreviousexamplespresentedinthisarticle,,however,itwasimportantthatanumberofcriticalaspectsofwords (form,meaning,andpronunciation) variedtogether (fromwordtoword).Asthewordswerebasicallyknownasspokenwordstothestudentsalready,inordertolinkthespokenwordstothewrittenforms (characters) andtotheelaboratedmeanings,,butthespecificpatterndependsontheparticularobjectoflearningandonthegroupoflearnersparticipatinginthelearningexperience.
LearningCantonesetones.
Inowextendthediscussiontoconsideraninstructionalapproachinwhichthepatternofvariationandinvarianceistheoreticallybased.[3] KiandMarton (2003) , (andusuallydohave) :highlevel,highrising,midlevel,lowlevel,lowfalling,, (1993) comparednativespeakersofEnglishandCantoneseandconcludedthattheformeractuallymadefinerdiscriminationsinpair—' difficultieswithCantonese.
Differencesinpitch (ofwhichtonesmakeupaspecialcase) arealsoimportantinnontonallanguages,butinthesetheyareusedtomakedistinctionsatthesentencelevel (e.g.,betweeninterrogativeandimperativemodes),,whenaspeakerofanatonallanguagehearsatonallanguageinwhicheverywordhasbothasoundandatonecomponent,,thelearnermust,however,usetonalvariationformakingdistinctionsbetweenmeanings.
