ERIC Number: ED371596
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Language Teaching Techniques. Resource Handbook Number 1, Second, Revised Edition.
Clark, Raymond C.
The guide describes classroom second language teaching techniques, based on materials developed for use in Peace Corps language training. They are primarily designed for listening and oral language skill development, but could be adapted for written language skill practice. The techniques are divided into two types: those for improving students' communicative competence (including extensive and appropriate vocabulary, gestures and body language, cross-cultural awareness, sociolinguistically appropriate usage) and those for improving grammatical accuracy. The two-part division is based on an approach entitled Interplay, which encourages constant interaction among participants in learning (teacher, student, and materials) with the objective of developing both communicative competence and grammatical accuracy. Within both groups of activities, there is a general progression from tightly-controlled activities, frequently teacher-centered, to less-controlled activities that allow for creative exploration of language. For each activity, these components are provided: purpose, a brief description, sample text, illustration, basic procedures, variations, and guidelines for writing a classroom ritual. A final chapter offers techniques for minimizing disruption in periods of transition inherent in the classroom: beginning of teaching session; change in activity; and bringing the session to a close. (MSE)
Descriptors: Class Activities, Classroom Communication, Classroom Techniques, Communicative Competence (Languages), Grammar, Language Skills, Pattern Drills (Language), Second Language Instruction, Second Languages, Skill Development, Teaching Guides
Pro Lingua Associates, 15 Elm St., Brattleboro, VT 05301 ($12, large quantity discounts).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A