The Psychologist and the Foreign-language Teacher
Since its original publication in 1968, Rivers's comprehensive and practical text has become a standard reference for both student teachers and veteran instructors. All who wish to draw from the most recent thinking in the field will welcome this new edition. Methodology is appraised, followed up by discussions on such matters as keeping students of differing abilities active, evaluating textbooks, using language labs creatively, and preparing effective exercises and drills. The author ends each chapter of this new edition with questions for research and discussion -- a useful classroom tool -- and provides an up-to-date bibliography that facilitates further understanding of such matters as the bilingual classroom.
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The Audiolingual Method Described
Major Assumptions about Language Learn
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able accepted according acquired activity appear approach associated audio-lingual automatic become behavior Brooks called classroom communication completely concept conditioned considered continued correct cues culture depend develop dialogue direct discrimination discussion drill drive early effect element emotional experience experimental explanation expression fact factors feel foreign foreign-language function Gestalt give goal habit hearing Hilgard human important increase individual interest involved laboratory language lead learning linguistic material meaning mediating method Miller motivation Mowrer native language needs object observable occur organism Osgood particular pattern person Politzer position possible practice present principles problem psychological psychologists reaction reading reinforcement relation repeated repetition response result reward says selection signs similar situation skill Skinner sound speak speaker speech stage stimuli structure student success teacher teaching theory thought tion understanding verbal written York