Issues of language curriculum development underlied the planning and implementation of language teaching programmes. These papers argue for the process to be made explicit and deal with curriculum planning, specification of ends and means, programme implementation and classroom implementation.
Chapter 13, Seeing the wood AND the trees: some thoughts on language
teaching analysis, by H. H. Stern, appeared in its original form on pp. 319-4 of M.
Heid (Ed.) Kommunikation im Klassenzimmer: Protokall eines
Werkstattgesprachs des ...
Offering a historical and empirical account, this book provides a comprehensive overview of the socio-educational model of second language acquisition. This approach to understanding motivational variables that promote success in the learning of a second or foreign language – distinguishing between language classroom motivation and language learning motivation – is a major one in the history of this field of research. Chapters include a discussion of the definition and measurement of motivation; historical foundations of the model; recent studies with the International Attitude Motivation Test Battery for English as a foreign language in different countries; the implications of the model to the classroom context; and a discussion of criticisms and misconceptions of the model. The book provides graduate students and researchers with unique coverage of this research-oriented approach as well as serving as a source book for the area. It is ideal for courses on motivation in second language learning, or as a supplemental text for research-oriented courses in applied linguistics, educational psychology, or language research in general.
Preface This book is about motivation — the motivation to learn a second or
foreign language. My motivation for writing it is that I perceive some confusion
and misunderstanding about the nature of the motivation to learn languages, ...
This volume corrects the relative neglect in Second Language Acquisition studies of the quantitative study of language variation and provides insights into such issues as language transfer, acquisition through exposure, language universals, learner's age and so forth. These studies bolster the idea that a full account of SLA development (and, hence, a theory of SLA) must be built on not only detailed accounts of interlanguage data but also on a wide appeal to factors which govern the psycholinguistic bases of SLA. An important addition to the volume is a comprehensive guide to both the DOS and Macintosh versions of the VARBRUL statistical program used by variationists.
The relevance of sociolinguistics to second language acquisition (SLA) is twofold
. First, it is concerned with variation in language — the product, process,
acquisition, and cognitive location of such variation. Such matters are the focus of
this ...
London, 1686. Harris, a dying actor, sits with the friend who will write his life: a tale of debt, jealousy and womanizing, of service to the Duke he hates. He tells how England was gripped by fear of a religious plot to kill the King and replace him with his Catholic brother the Duke. There is a still darker plot Harris must tell before he dies. But can he trust his friend to write the true Life of Harris the Actor? Best-selling author R.J. Ellory says: Utterly mesmeric, brilliantly-crafted, a rare and perfect gem of a book. Roberts has created not only a genuinely compelling protagonist, but an entirely authentic world. I really cannot recommend this highly enough.
'I admiiiire the downward cuuuurl of your g and your p, Harris,' Betterton intoned. I
never, you understand, shrugged off the suspicion that he believed I should have
stuck to painting. Every time he told me about his latest acquisition of a fine set ...
a study of young children from disadvantaged backgrounds
Paper read to International Seminar on Special Education, Melbourne, August 20-24, 1972; notes on preliminary research; focuses on interaction between child language ability & maternal language style, brief description of research design, measurement of maternal language style, sample of 121 first grade children (northern N.S.W.); results & discussion, findings add further support to theory that restricted word knowledge in mothers is related to retarded psycholinguistic development in children.
Paper read to International Seminar on Special Education, Melbourne, August 20-24, 1972; notes on preliminary research; focuses on interaction between child language ability & maternal language style, brief description of research design, ...
Originally published in 1979, this book represents an effort to bring together the two disciplines at the core of psycholinguistics, psychology and linguistics. It discusses a broad variety of theoretical approaches to psycholinguistics as well as covering a wide range of topics. At the time the book had four goals: to discuss many of the important contemporary issues in psycholinguistics; to explore the different views on major theoretical controversies; to provide an analysis of background literature as a framework in which to evaluate the issues and controversies; and to describe interesting high-quality research currently being done by the authors and some of their colleagues. Today it can be read and enjoyed in its historical context, with many of the chapters still relevant in psycholinguistic research today.
Originally published in 1979, this book represents an effort to bring together the two disciplines at the core of psycholinguistics, psychology and linguistics.
Originally published in 1979, this book represents an effort to bring together the two disciplines at the core of psycholinguistics, psychology and linguistics. It discusses a broad variety of theoretical approaches to psycholinguistics as well as covering a wide range of topics. At the time the book had four goals: to discuss many of the important contemporary issues in psycholinguistics; to explore the different views on major theoretical controversies; to provide an analysis of background literature as a framework in which to evaluate the issues and controversies; and to describe interesting high-quality research currently being done by the authors and some of their colleagues. Today it can be read and enjoyed in its historical context, with many of the chapters still relevant in psycholinguistic research today.
Originally published in 1979, this book represents an effort to bring together the two disciplines at the core of psycholinguistics, psychology and linguistics.
For Use by High Schoolers, Middle Schoolers, Elementary Schoolers, Homeschoolers, and Self-Learners
This book is a tool intended to give readers a knowledge of, and feel for, the most basic building blocks of vocabulary, namely the roots that are the basis of so many English words. Knowing these roots enables readers to gain greater reading fluency. Armed with these roots, readers can guess the meanings of unfamiliar words without a feeling of helplessness and without unnecessary dependence upon a dictionary. In this way, reading becomes more fluid, more rewarding, less burdensome, and-most important-less frustrating. The passport to successful reading is frequent reading of varied texts. Frequent reading presupposes confidence in one's reading ability. This book is meant to give one that confidence.
This book is a tool intended to give readers a knowledge of, and feel for, the most basic building blocks of vocabulary, namely the roots that are the basis of so many English words.
