Literaturnachweis - Detailanzeige
Autor/in | Chastain, Kenneth |
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Titel | The Development of Modern-Language Skills: Theory to Practice. Language and the Teacher: A Series in Applied Linguistics, Volume 14. |
Quelle | (1971), (416 Seiten) |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Audiolingual Methods; Audiolingual Skills; Basic Skills; Classroom Techniques; Cognitive Objectives; Evaluation; Instructional Materials; Instructional Program Divisions; Language Instruction; Language Research; Learning Processes; Lesson Plans; Listening Comprehension; Modern Languages; Reading; Speech Communication; Teaching Guides; Teaching Methods; Writing (Composition) Basic skill; Grundfertigkeit; Klassenführung; Kognitives Lernziel; Evaluierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachforschung; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Hörverständnis; Gegenwartssprache; Leseprozess; Lesen; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung |
Abstract | This text, intended to assist the individual teacher in developing the basic ingredients of his own repertoire of effective teaching skills, provides a wide-ranging examination of language instruction beginning with a critical review of both audiolingual and cognitive theory and practice and concludes with an extensive discussion of the four language skills. Principal chapters concerning instructional theory include: (1) historical perspectives (2) audiolingual and cognitive teaching, (3) audiolingual theory, (4) cognitive theory, (5) first language learning, and (6) research. The second major division covering instructional practice contains chapters on: (1) listening comprehension, (2) reading, (3) speaking, (4) writing, (5) general guidelines, (6) lesson planning, (7) classroom activities, and (8) evaluation. An annotated bibliography and index are provided. (RL) |
Anmerkungen | Center for Curriculum Development, Inc., 401 Walnut St., Philadelphia, Pa. 19106 ($7.50) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |