Presents some examples, from Japanese and English, in which the syntactic and semantic correspondence seems to be sufficiently established as to demonstrate the efficacy of the rationalist approach, which is defined here as an attempt "to give students the reasons for grammatical phenomena, relating facts about the second language to facts about…

Language teachers continue to seek means to improve the ease and effectiveness of language learning, through modifications in their ways of teaching. (Author)

This paper raises questions about the significance of errors made by language learners. The discussion is divided into four parts: (1) definition of error analysis, (2) the present status of error analysis research, including an overview of the theories of Lado, Skinner, Chomsky, Corder, Nemser, and Selinker; (3) the subdivisions of error analysis…

Reviewing 45 years of language teaching, the article discusses, anecdotally, successive methods which had their vogue: "Direct Method,""Play Way,""Limited Vocabulary,""Pattern Practice,""Situational Approach,""Communicative Competence." A balanced middle position is favored. The article warns against dogmatic attachment to unproven linguistic…

Solving methodological problems of language instruction lies in analyzing the dynamics of verbal behavior and the process of language acquisition. The glossodynamic model of language learning is based on the recognition that language behavior is basically a stratificational and hierarchical system of dynamic structures. An integrated view of…

The Lozanov method, a foreign language teaching method that combines yoga, the Mauger direct method, and traditional teaching methods, is discussed briefly. (Author/HP)

Discusses the language laboratory within the context of various theories of second language learning and in relation to its value in language learning, specifically in terms of the pattern drill. (Text is in French.) (AM)

This paper attempts to "bridge the gap between the practical orientation of teachers and the theoretical concerns that should underlie practice," Discussed in turn are language, psychology, and pedagogical philosophy. An adequate knowledge of these areas is essential to good classroom practices; every bad practice is evidence of some weakness in…

Considers the question of how much psycholinguistics can contribute to foreign language teaching. Transformational grammar as well as behaviorist, psychobiological and development-psychological approaches are considered. These various psycholinguistic directions are sketched and examined for their applicability to foreign language teaching. (Text…

An attempt to relate the theory of teaching English as a second language to current practices in teaching English as a second language. Paper presented to the Pre-Convention Study Groups at the TESOL Convention, Chicago, March 1969. (Author/FWB)

This general review of language learning theory focuses on criticism of the audiolingual method of instruction which reached its peak in the mid-1960's. Recent trends in teaching methodology, supported by linguistic theories developed by transformational-generative linguists, are examined. Various models of learning are discussed which lead to a…

Discusses current theories concerning motivation, considering them in connection with practical teaching conditions. Misunderstandings arise from the difference between the concepts "teacher" and "pedagogical expert." (IFS/WGA)

Shortened version of a paper given at the Fourth Annual Conference of the International Association of Teachers of English as a Foreign Language held in London in December 1970. Discusses the trend away from language instruction methods based on behaviorism toward new teaching methods. (VM)