Abstract vs. concrete concepts, 343, 425 Accountability, 201, 208 Acquisition, retention, and recall of information, 84 Adolescence characteristics of, 173-76 Advance organizers, 79 Affective domain, 31
Affective exercises, 282, 300-2, 322, 343, 349
Affective reactions in S-L study, 282-83, 516
Affective-social variables, 68, 176 Alter, M. P., 7
American Council of Learned Societies, 23
Analogy, 110, 123 Anomie, 171, 176 Aptitude, 212, 222 Carroll's definition of, 200, 211, 219 Aptitude-treatment interaction, 91-92, 206
Army Specialized Training Program (ASTP), 23, 109 Art of teaching, 429
Assignment, 319-21, 446, 460, 466, 468, 469, 470
Attitudes toward other cultures, 385 Audio-lingual approach, 27, 126-27, 279, 307, 311-12, 325 basic tenets of, 111-12 origin of, 103 reactions against, 132-33 research, 124-26
Audio-lingual classroom procedures, 121-24
application activities, 119-20, 124 dialog, 122 pattern drilling, 123
Audio-lingual skill development, 121-24, 464-66, 468-69, 471-72, 472-73, 475-78, 478-79 Audio-lingual texts, 113-20 monostructural, 113 polystructural, 113 Audio-motor unit, 396
Auditory memory, 289, 297-98 Auditory vs. visual learning, 285 Ausubel, D. P., 36, 77, 134-36, 143, 183, 187, 191, 236, 260, 264 Automatic response, 111, 122, 123
Behavior modification, 261 Behavioral objectives, 32, 202, 207, 213- lb, 445
Behavioristic definition of language, 108 of learning, 108
Behavioristic psychology, 24, 105-6, 109, 133, 235
Bloomfield, L., 23, 24, 107 Brooks, N., 107, 108, 111, 402 Bruner, j., 36, 236
Carroll, J. B., 88, 166, 200 Chastain, K., 5, 90, 92, 157, 159 Child grammar, 58-59 Chomsky, N., 28, 36, 55,136-41,143,145, 279, 342
Choral reading, 312 Class standards, 432 Classroom activities, 450-57 preview, 451 review, 455 view, 453
Classroom climate, 267-69, 337 Classroom culture shock, 179, 387 Classroom management, 242-47 Code and message, 334 Cognition, 74, 131, 180 Cognitive approach to second-language learning, 325 basic tenets, 146-47 classroom characteristics, 148-49, 156- 57
processes, 281 research, 157 Cognitive definition of language, 143 of learning, 143 Cognitive domain, 31 Cognitive exercises, 371
Cognitive psychology, 134-36,144 Cognitive style, 38, 75-77, 236 concrete vs. abstract thinkers, 76 field-dependent vs. field-independent, 76
level I vs. Level II, 76 sharpeners vs. levelers, 76 visual vs. nonvisual, 76 Cognitive textbooks, 149-55 application activities, 154-55 comprehension, 150 exercises, 151-53 realistic practice, 153-54 Cognitive theory, 24, 180-82, 235 Coleman report, 22
Communicative competence, 34, 89,215, 406
Competence
development of, 342-44, 368-74 testing of, 503-4
vs. performance, 140,147,155,159,
279
Competency-based education, 32 programs, 215 Composition practice quality vs. quantity, 378 Compound vs. coordinate language learning, 111
Comprehension exercises listening, 298-300 Conant, J., 27
Conditioning, 104-6, 107-9, 121-24 drills, 343
Continuous progress learning, 203, 205, 219
Copying, 368 Counterculture, 169 Creative construction, 59 Criterion-referenced tests, 203, 220 Cultural stereotypes, 406 Culture, 34, 38 categories of, 389-92 definition of, 388 large C, 388
Modes of presentation, 392-98 culture aside, 394 culture assimilator, 395 culture capsule, 395 culture cluster, 396 culture minidrama, 396 out-of-class activities, 398^100 small c, 388 testing of, 509 Cummings device, 349
Decoding and encoding activities, 155 Decoding vs. encoding, 333-35 Deductive vs. inductive learning, 236 Deep structure vs. surface structure, 140 Dehydrated sentences, 373 Delattre, P., 124
Descriptive linguistics, 23, 107, 109-10 descriptive linguistics and behaviorism, 126
Developmental errors, 62 Diagnostic progress tests, 226 reading tests, 325 Dialogs, 114, 464-66, 471, 475-78 Dictation, 369 Dictionaries, 319, 377 Direct method, 21 Discipline, 8, 260-67 Discovery learning, 78, 236 Discrimination of sounds, 287, 293-97 Diversifying instruction, 229 Drills, 114-19, 468-69, 472, 478 mechanical, 348 minimal-pair, 290 no-change pattern drills, 114-15 realistic, 346, 348 summary of grammar, 115-16 transformation pattern drills, 116-18 translation drills, 119
Eclectic approach, 23, 39 Enrollments in S-L, 22, 27, 28-29, 35-36 Error analysis, 61-62 interlanguage errors, 61 intralanguage errors, 62 Errors, 251, 331, 337, 378 correction of, 335-37, 420 Ethnocentrism, 386 Evaluation, 481-82 objective, 484-85 subjective, 483-84 Examples using, 422
Exercises, 150-54, 469-70, 473, 479, 517 vs. drills, 151 Existentialism, 189 Experiment, 68
External benefits of S-L study, 8 External learning, 133, 210
Faculty psychology, 20 Feedback and reinforcement, 82-84 intrinsic vs. extrinsic, 83 First language use of in S-L class, 422-23
First-language learning external, mechanistic model, 45-51 babbling, 47 echolalia, 49 lalling, 48 true speech, 49
internal, mentalistic model, 53-60 nativistic and cognitive, 55-60 neurophysiological, 53-54 First-language vs. second-language learning, 45 FLES, 7
Formative tests, 226 Four-language skills, 150, 278-80, 414 sequencing of, 280-81, 515-16 testing of, 489, 490, 503-9
Generative linguistics, 235, 279 Gestalt psychology, 134 Grades, 510-11 Grading, 494 Grading systems types of, 509-10 Grammar, 88-89, 341 Grammar-translation, 23, 103-4 Grapheme, 368 Grittner, F. M., 222, 258, 354 GUME project, 157
Habit formation and language learning.
See Conditioning High school, 18, 19 Holophrastic sentences, 57 Homework, 363, 417-19, 430 Hosenfield, C., 89 Humanized education, 205, 211, 214 Hypotheses in language learning, 59
Individuality, 30, 31, 37, 167, 210, 431 Individualized instruction, 34, 199, 211, 229
alternatives to, 224-228 group-based model, 225 three-stage model, 224 characteristics of, 201-6 reactions to, 206-9 reasons for rise of, 199-201 Inductive vs. deductive, 236 Inferring meaning, 316-17 Inner speech, 141-42 Instructional objectives, 444 examples of, 446-49 Intelligence, 74 Interaction, 81, 436 conversational, 355, 356-57
Interaction analysis, 268 Interim language system, 62, 344 Internal benefits of S-L study, 6 Internal vs. external, 1, 37, 131-32, 160, 210-14, 236-37, 254, 261-62, 515 Internal vs. external locus of control, 71
Jarvis, G., 4, 7, 89, 259, 416
Kinesics, 392
LAD, 58
Landry, R. G., 7 Language definitions of, 143 Language learning model of, 108 Language skills productive, 146 receptive, 146
Language universal, 141 Latin grammar school, 17, 20 Learner strategies, 89, 325 Learning
behavioristic view, 133 cognitive view, 143 definitions of, 108, 143 Learning Activity Packages (LAPs), 202, 205, 208, 209, 211, 217, 223, 403 Learning styles, 222 Lenneberg, E. H., 55, 57 Lesson planning
continuity and sequence, 442-44, 457- 60
Life adjustment education, 22 Linguistic influences on A-L teaching, 106-8, 126 cognitive teaching, 136-41 Listening, 286 Listening comprehension components of, 287-93 Logan, G. E., 222 Looking up words, 318
McNeill, D., 55, 58 Mastery learning, 203, 218 Meaning in communication, 345, 517 Meaningful learning, 77-80, 134-36, 342, 517
Memory types of, 84 Morpheme, 364
Motivation, 37, 71-73, 88, 253-60, 411 Mueller, T. H., 88, 92, 291
National Defense Education Act (NDEA), 26
Native speaker, 111, 147, 332, 334-35, 438 Natural sequence, 112, 121 Norm-referenced test, 220
Objectives, 413, 436, 489, 491 behavioral vs. instructional, 444-46 instructional, 444-50 long-term, 438-40 preview, 446-47 review, 449-50 short-term, 440-41 testing of, 488-89, 491 view, 447-48
Operant conditioning, 106
Pace, 420, 430, 472 Parker, W. R., 11, 26 Pattern drills, 114-19 Pen pals, 399 Penfieid, W., 53 Pennsylvania project, 158-59 Performance skills, 159 development of, 344-45 testing of, 504-6
types of activities, 345-55, 374-78 Permissive society, 167 "Person" education, 192, 251, 411 Personality, 70-71, 183-85 Personalizing content, 347-56 Phenomenology, 176-77 Philosophy of education, 30 Piaget, J., 36, 181-82, 212, 249 Pluralistic society, 30, 34, 167 Practice, 80-82 covert vs. overt response, 81 Prereading period, 87,121 Problem solving, 104, 427 Productive vs. receptive skills, 146 Progressive education, 22 Pronunciation, 338 teaching of, 338-40 Pronunciation studies, 86-87 Psychology, influences on A-L teaching, 104-6, 126 cognitive teaching, 133-36 Psychomotor skills, 182
Question-and-answer practice difficulty level of, 352, 426-27
Rapport, 262, 411, 430 Reading aloud, 309-13 Real language, 147, 281, 283-85, 292, 302
416-17, 418-19, 423, 425, 473-75, 517
Real language activities, 281, 416 listening, 283-85, 293, 298-302 reading, 321-22 speaking, 347-56 writing, 374-78 Receptive vs. productive, 155 language skills, 279, 280, 283, 308, 345 Repetition, 415 Rivers, W. R., 179, 356, 416 Role playing, 355 Rote learning, 134
Savignon, S. j., 89 Schools
critics of, 172-73
Second-language enrollments, 22, 27, 28, 35
Self-actualization, 188-89 Self-concept, 69, 186-88, 247-52, 268 Self-pacing, 34, 202, 204, 210, 217 Sequencing, 280, 281, 287, 290, 302, 414, 421, 426, 442, 457, 491, 515 in listening comprehension, 293-302 in reading, 313-14, 323-24 in speaking, 337-42, 351-55 in writing, 366-78 Simulation exercises, 373 Skill, 81
Skinner, B. F., 105-6, 108 Socialization, 38, 73, 189-92 Sound-symbol association, 310 Speech, 331-32 as a skill, 333-35 levels of, 332-33 testing of, 506-9 Spelling sounds, 368
Stimulus-response theories of learning, 24, 28, 83, 105 Student attitudes, 428-29 toward school, 177-78 toward S-L study, 178-80, 335-38, 428- 29
Student-centered, 37, 91, 205-6, 208, 211, 236-38
Student needs, 186
Subsumption, 79
Summative tests, 227
Surface structure vs. deep structure, 140
Syntax, 55
Task analysis, 412
Teacher-centered classes, 91, 121, 221 Teacher role, 204, 428-32
DEFGHIJ-B-898765
Teacher talk amount of, 424 Test items
discrete vs. global, 496 recall vs. recognition, 496 Testing
amount of, 486 Testing concepts, 497-99 item difficulty, 498 item discrimination, 498 reliability, 497
standard error of measurement, 497 validity, 497
Testing guidelines, 489-97 Tests
types of, 485 achievement, 486 aptitude, 486 cloze, 488
criterion-referenced, 488 diagnostic, 487 domain-referenced, 488 formative and summative, 488 norm-referenced, 487 objective, 499-502
of competence, 503-4 of performance skills, 504-6 of speaking, 506-9
Three parts of class hour, 417, 443, 458, 459
preview, 417, 446, 458, 464-70 review, 418, 449, 458, 473-79 view, 418, 447, 458, 470-73 Th ree phases of S-L acquisition, 416 Transfer, 85, 415-16 across sense modalities, 87 Transformational-generative (T-C) linguistics, 137-40, 144-45
Values, 38, 73, 192-93
Values clarification, 192-93, 252-53
Values exercise, 375
Variety of activity, 419
Verbal satiation, 80
Vigotsky, L. S., 141
Vocabulary, 340
Word families, 318 Writing
importance of, 363-66
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