DEFINITIONS
1. bound morpheme, p. 364 4. grapheme, p. 368
2. dehydrated sentences, p. 373 5. morpheme, p. 364
3. free morpheme, p. 364
DISCUSSION
1. What is the role of writing in the second-language class? Delineate what can be done better with writing than with the other language skills and what the limitations of writing are.
2. Compare and contrast writing and speaking from the point of view of (a) using each as a means of manipulating language forms, (b) developing the skill, and (c) practicing the skill.
3. Discuss the reasons for and/or against practicing the productive perfor mance skills in writing prior to initiating speaking practice activities.
4. Discuss the difference between drills, exercises for verifying competence, and exercises for practicing productive performance skills. Give examples of each.
5. Discuss the need to correlate the level of difficulty of the various types of drills and exercises with individual student differences.
6. Discuss additional ideas for combining language skills in developing teaching-learning situations.
ACTIVITIES
1. Prepare a writing sequence based on the materials in the text you are using.
2. Prepare cognitive exercises to (a) produce morphemes, (b) practice spelling a sound, (c) write a language form, and (d) simulate the mental processes involved in producing a sentence.
3. For your second language, list all the sounds not spelled as they are pronounced.
4. Make a list of ideas to stimulate sustained writing. Try to make the activity both realistic and interesting.
5. Get examples of different types of drills and/or exercises and writing activities used in your text and rank them according to level of difficulty. Judge the sequence. Are there some exercises that should be rearranged, changed, added, or deleted in order to develop an appropriate sequence for the typical second-language learner?
6. Share some of the ideas of your former teachers for developing the writing skill which seem especially good to you.
7. Prepare a series of written questions and rank them in their order of difficulty.
SELECTED REFERENCES
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Barrutia, R. (1964) From Phoneme to Grapheme Audio-Lingually. Hispania, 47: 786-88.
Boeninger, H. R. (1949) A New Approach to Advanced German Composition and Conversation. Modern Language Journal , 33: 100-105.
Briere, E. j. (1966) Quantity before Quality in Second Language Composition. Language Learning, 16: 141-51.
Brisley, L., et al. (1959-61) Good Teaching Practices: A Survey of High-School Foreign-Language Classes. Reports of SLi eys and Studies in the Teaching of Modern Foreign Languages. New York: Modern Language Association of America. Pp. 219-43.
Calvert, L. (1965) The Role of Written Exercises in an Audio-Lingual Program. Hispania, 48: 313-16.
Campbell, H. D. (1963) Teaching Composition in Secondary School. French Review, 36: 388-92.
Dykstra, G., and Paulston, C. B. (1967) Guided Composition. English Language Teaching, 21: 136-41.
Edgerton, M. F., Jr., etal. (1968) Liberated Expression. In T. E. Bird (Ed.), Foreign Language Learning: Research and Development. Northeast Conference Reports. Pp. 75-118.
Elkins, R. J.; Kalivoda, T. B.; and Morain, C. (1972) Fusion of the Four Skills: A Technique for Facilitating Communicative Exchange. Modern Language Journal , 56: 426-29.
Crittner, F. M. (1969) Teaching Foreign Languages. New York: Harper & Row. Pp. 271-78.
Hosenfeld, C. (1973-74) Learning about Learning: Discovering our Students' Strategies. Revised and expanded version of a paper presented at the 1973 and 1974 ACTFL Conventions.
Huebener, T. (1965) How to Teach Foreign Languages Effectively, (rev. ed.) New York: New York University Press. Pp. 75-85.
Politzer, R. L., and Bartley, D. E. (1970) Practice-Centered Teacher Training: Spanish (French). Philadelphia: Center for Curriculum Development. Pp. 123-25.
Prochoroff, M., et al. (1963) Writing as Expression. In W. F. Bottiglia (Ed.), Language Learning: The Intermediate Phase. Northeast Conference Reports. Pp. 62-81.
Rivers, W. M. (1968) Teaching Foreign- Language Skills. Chicago: University of Chicago Press. Pp. 240-60.
Rivers, W. M. (1975) A Practical Guide to Teaching French. New York: Oxford University Press. Pp. 236-309.
Valdman, A. (1966) On the Primacy of Writing in French: The Primacy of Speech. Modern Language Journal, 50: 468-74.