Developing second-language skills : theory to practice

  1. Developing second-language skills : theory to practice
  2. Developing
  3. Second- Language
  4. Table of Contents
  5. WHY A SECOND LANGUAGE?
  6. PERSPECTIVES
  7. Characteristics of the Period
  8. Trends in the Schools
  9. Problems in Education
  10. Trends in Second-Language Teaching
  11. Effects of Abolishing the Language Requirement
  12. Trends in Psychology, Linguistics, and Sociology
  13. THE FUTURE
  14. CONCLUSION
  15. REVIEW AND APPLICATION
  16. FIRST-LANGUAGE LEARNING
  17. A Neurophysiological Interpretation
  18. The Nativistic and Cognitive Models
  19. ERROR ANALYSIS
  20. Interlanguage Errors
  21. Intralanguage Errors
  22. Implications of Error Analysis for Second-Language Learning
  23. REVIEW AND APPLICATION
  24. RESEARCH
  25. Practice
  26. Feedback and Reinforcement
  27. Acquisition, Retention, and Recall of Information
  28. Transfer
  29. Stressing Oral Language Skills
  30. Acquiring and Using Structure
  31. METHODOLOGICAL COMPARISONS
  32. APTITUDE-TREATMENT INTERACTION
  33. FUTURE RESEARCH
  34. CONCLUSION
  35. REVIEW AND APPLICATION
  36. AUDIO-LINGUAL THEORY AND TEACHING
  37. INTRODUCTION
  38. ANTECEDENTS TO THE AUDIO-LINGUAL APPROACH
  39. The Grammar-Translation Method
  40. Influences from Psychology
  41. Influences from Linguistics
  42. Resulting Theories of Language and Learning
  43. IMPLICATIONS FOR LANGUAGE TEACHING
  44. Behavioristic Psychology
  45. Descriptive Linguistics
  46. BASIC TENETS OF THE AUDIO-UNGUAL APPROACH
  47. AUDIO-UNGUAL TEACHING
  48. Audio-Lingual Textbooks
  49. Proceeding Through the Text
  50. Classroom Procedures
  51. RESEARCH ON AUDIO-LINGUAL APPROACHES TO SECOND-LANGUAGE LEARNING
  52. Favoring the Audio-Lingual Approach
  53. Containing Reservations
  54. Advantages for Both
  55. REVIEW AND APPLICATION
  56. Teaching Foreign Languages French, German, and Spanish produced by Yale University pursuant to a contract with the U. S. Office of Education, 1962, Pierre J. Capretz, Project Coordinator.
  57. COGNITIVE THEORY AND TEACHING
  58. Proceeding Through the Text
  59. Classroom Procedures
  60. RESEARCH ON COGNITIVE APPROACHES TO SECOND-LANGUAGE LEARNING
  61. CONCLUSION
  62. REVIEW AND APPLICATION
  63. THE STUDENT
  64. Cognitive
  65. Psychomotor
  66. Personality
  67. Other Factors
  68. Self-Concept
  69. Self-Actualization
  70. Socialization
  71. Values
  72. CONCLUSION
  73. REVIEW AND APPLICATION
  74. DIVERSIFYING INSTRUCTION
  75. CHARACTERISTICS OF A TOTALLY INDIVIDUALIZED PROGRAM
  76. REACTIONS TO INDIVIDUALIZED INSTRUCTION
  77. AN EXAMINATION OF THE BASIC ASSUMPTIONS OF INDIVIDUALIZED INSTRUCTION
  78. Aptitude
  79. Behavioral Objectives
  80. Interests
  81. Goals
  82. Taxonomy
  83. Social Interaction
  84. Self-Pacing
  85. Mastery Learning
  86. Continuous Progress
  87. Criterion-Referenced Examinations
  88. In Traditional Classes
  89. Two Types of Courses
  90. Deciding to Offer an Individualized Approach
  91. Alternatives to Individualized Instruction
  92. REVIEW AND APPLICATION
  93. Conclusion to Part One
  94. Part Two: Practice
  95. Achievement Motivation
  96. Discipline
  97. CLASSROOM CLIMATE
  98. Aspects of Classroom Climate
  99. Improving Classroom Climate
  100. WHAT DO STUDENTS WANT?
  101. Sources of Student Satisfaction and Dissatisfaction
  102. Student Evaluation of Teachers
  103. Student Opinions about Second-Language Classes
  104. CONCLUSION
  105. REVIEW AND APPLICATION
  106. LISTENING
  107. COMPREHENSION
  108. INTRODUCTION
  109. INTRODUCTION TO THE FOUR LANGUAGE SKILLS
  110. SEQUENCING THE FOUR LANGUAGE SKILLS
  111. Cognitive Processes Involved
  112. Affective Reactions Involved
  113. Goals
  114. Problems
  115. Components of Listening Comprehension
  116. Sample of a Listening Comprehension Sequence
  117. DIFFICULTY LEVEL OF MATERIAL
  118. USING THE SECOND LANGUAGE FOR REAL COMMUNICATION
  119. ANALYZING LEARNING PROBLEMS
  120. PROVIDING DIVERSIFIED PRACTICE
  121. CONCLUSION
  122. REVIEW AND APPLICATION
  123. READING
  124. SPEAKING
  125. Semi-Controlled Oral Reports
  126. Discussion of Selected Topics
  127. Interaction
  128. REASONS FOR COMMUNICATING
  129. ORGANIZATION OF STUDENT ACTIVITIES
  130. CONCLUSION
  131. REVIEW AND APPLICATION
  132. WRITING
  133. COMBINING LANGUAGE SKILLS
  134. CONCLUSION
  135. REVIEW AND APPLICATION
  136. TEACHING CULTURE
  137. DIVERSIFYING SECOND-LANGUAGE GOALS WITH CULTURE
  138. PROBLEMS AND DANGERS OF TEACHING CULTURE
  139. Problems
  140. Dangers
  141. REVIEW AND APPLICATION
  142. GENERAL GUIDELINES FOR TEACHING A SECOND LANGUAGE
  143. CONCLUSION
  144. REVIEW AND APPLICATION
  145. LESSON PLANNING
  146. CHART OF SEQUENCE IN LESSON PLANNING
  147. ORGANIZING AND CHECKING THE PLAN
  148. THE ASSIGNMENT
  149. CONCLUSION
  150. REVIEW AND APPLICATION
  151. CLASSROOM ACTIVITIES
  152. Reading
  153. Drills
  154. Exercises
  155. CONCLUSION
  156. REVIEW AND APPLICATION
  157. EVALUATION
  158. Testing Competence
  159. Testing Performance Skills
  160. Testing Speaking
  161. Testing Culture
  162. TYPES OF GRADING SYSTEMS
  163. GRADING AND RECORDING GRADES
  164. CONCLUSION
  165. REVIEW AND APPLICATION
  166. Conclusion to Part Two
  167. SOURCES OF NEW IDEAS
  168. THE LANGUAGE LABORATORY
  169. Purposes
  170. Results
  171. Discussion of Results and Future Possibilities
  172. PROFESSIONAL ORGANIZATIONS AND JOURNALS
  173. Educational Organizations and Journals
  174. Second-Language Organizations and journals
  175. Regional Conferences on Language Teaching
  176. Journals of Applied Linguistics
  177. State Departments of Education
  178. INDEX