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ERIC Number: ED146796
Record Type: RIE
Publication Date: 1973
Pages: 306
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Focus on the Learner: Pragmatic Perspectives for the Language Teacher.
Oller, John W., Jr., Ed.; Richards, Jack C., Ed.
This book of readings includes: "Language Didactics and Applied Linguistics" (William Mackey); "Psycholinguistics and Second Language Teaching" (H. H. Stern); "Linguistic Theory" (Noam Chomsky); "Some Psycholinguistic Controversies" (John Oller, Jr.); "The Cognitive Strategies of Language Learning" (John Macnamara); "Conditions for Language Learning" (Graeme Kennedy); "Types of Interference" (B.D.W. Hocking); "A Noncontrastive Approach to Error Analysis" (Jack Richards); "Error Analysis and Second Language Strategies" (Jack Richards); "Language Acquisition in a Second Language Environment" (Roar Ravem); "Two Practical Experiments with Teachers-in-Training, and Some Conclusions" (H. V. George); "What Does It Mean to Know a Language, or How Do You Get Someone to Perform His Competence?" (Bernard Spolsky); "Productive Communication Testing: Progress Report" (John Upshur); "Discrete-Point Tests Versus Tests of Integrative Skills" (John Oller, Jr.); "Context for Language Testing" (John Upshur); "Cross-Cultural Biases in Language Testing" (Eugene Briere); "Attitudes and Motivation: Their Role in Second Language Acquisition" (R. C. Gardner); "Sociocultural Aspects of Language Study" (G.R. Tucker and W.E. Lambert); "Social Factors and Second Language Policies" (E.F. O'Doherty); "The Limits of Language Education" (Bernard Spolsky); "Bilingual Schooling and Second Language Teaching: A Review of Recent North American Experience" (H.H. Stern); "The Language Skills Program of the English Project" (Gerald Dykstra and Shiho Nunes); and "Are TESOL Classes the Only Answer?" (Thomas Hale and Eva Budar). (CFM)
Newbury House Publishers, Inc., 68 Middle Road, Rowley, Massachusetts 01969 ($6.95)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A