Advances in the Teaching of Modern Languages by Gustave Mathieu

By Gustave Mathieu

Show description

Read Online or Download Advances in the Teaching of Modern Languages PDF

Best study & teaching books

Cross-Curricular Teaching and Learning in the Secondary School (Cross-Curricular Teaching and Learning in...)

What's the function of the person university 'subject' and 'subject instructor' inside tuition? Is it to educate a collection of middle topic wisdom, talents and realizing in manner that continues to be trustworthy to long-standing topic cultures and pedagogies? Or is there otherwise to contemplate how the curriculum, and the idea of person topics and lecturers' pedagogy, may be developed.

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (Second Language Acquisition)

Implicit/ particular wisdom constitutes a key contrast within the examine of moment language acquisition. This booklet experiences a undertaking that investigated methods of measuring implicit/explicit L2 wisdom, the connection among the 2 different types of wisdom and language talent, and the impression that forms of form-focused guideline had on their acquisition.

Principles of Language Learning and Teaching (5th Edition)

The 5th variation takes a complete examine foundations of language educating via discussions of the newest study within the box, together with: * Vygotskys and Bakhtins theories * Thorndikes legislation of influence * errors remedy, noticing, recasts * intercultural communique * language coverage and politics * corpus linguistics *»hot subject matters» in SLA * connectionism and emergentism * stream idea, willingness to speak * strategies-based guide * contrastive rhetoric * attribution conception, self-efficacy * output speculation additionally by way of H.

Welsh (Teach Yourself)

An advent to fashionable Welsh because it is spoken daily in Wales. A cassette is offered to aid pronunciation and figuring out.

Extra info for Advances in the Teaching of Modern Languages

Example text

T h e emphasis in this study has been on exploring means of making programs more responsive to individual differences among learners and on developing rules and procedures for writing and improving programs. T h e study has also sought to determine what generalizations about programming could be applied across subject matter areas and age levels. T h e following general procedures were used in all four subject matter areas. A linear program was administered to one student at a time. If he had difficulty in responding to any of the items in the program, he was interviewed immediately so that the cause of his difficulty could be determined.

T h e terminal behaviors desired by our program can be summarized as follows : 1. Ability to discriminate the phonemes of the language and to transcribe them with high accuracy in a uniform system of phonemic transcription. 2. Ability to speak words and phrases with a good approximation to the rendition of a native speaker, exhibiting the ability to make all the phonemic distinctions in the language. 3. Recognition of the lexical and grammatical meanings of some 159 Chinese words, and ability to speak and write these words (phonemic transcription is meant here).

This technique of using successive empirical iterations of intensive tutoring sessions to determine the branching structure and variations in the program differs markedly from current practice in program revision. More typically, remedial branches are inserted at reasonable junctures, and changes are made in the main stream of the program when there is evidence of excessive error rate; item changes are typically based on plausible notions of what should work, rather than on techniques which have actually been tried and do work.

Download PDF sample

Rated 4.44 of 5 – based on 16 votes