Discusses the function of mediators (cues designed to elicit an explicit cognition-mediated process that generates new sentences), criteria for their construction, and experiments in their use. (KM)

The possible relevance linguistics could have for curriculum development in native language teaching is explored. The discussion focuses on three question: (1) Does the study of linguistic theory in school contribute to the development of the students' language competence? (2) Is the study of language a subject worth teaching? (3) Can linguistic…

Reviews the relationship between linguistic theory and language teaching. The suggestion is made that a teaching approach should not be based completely on one theory, be it structuralist or generative. In selecting an approach, the teacher should draw selectively on various linguistic theories, on educational psychology, and on practical…

Failure in FL teaching is caused primarily by the theoretical view of language on which methodology has been based. A new theoretical base is required which is to be found in psycholinguistic research. The purpose of this paper is to inform the FL teacher of recent results of such research. (Author/KM)

Discusses the consensus among language teachers that the teaching of grammar helps second language learners develop linguistic competence as part of communicative competence. The article argues that pedagogical grammar can be made less formal by keeping metalinguistic terms, concepts, and analysis at a minimal level. (45 references) (Author/CK)

This discussion is divided into three parts: (1) [native] language acquisition versus [second] language learning, (2) successful language learning, and (3) teaching strategies (grammar-translation, direct, cognitive and cognitive habit-formation). (KM)

The meanings of the words grammar and linguistics have undergone a multitude of changes in the last years, but teachers should continue to teach linguistics and formal grammar in the schools. (JH)

This paper attempts to characterize what seem to be key movements in the teaching of EFL at various levels in Europe. These movements reveal that semantic approaches to language teaching are widespread. Recent research into the effectiveness of teaching methods has demonstrated how difficult it is to show whether audiolingual or cognitive code…

Recent studies on schema theory and other concepts related to reading comprehension are discussed in this paper. Noting that the psycholinguistic model of reading views reading as a process of predicting meaning based on the reader's prior knowledge of language, the paper describes recent research that has led to a definition of reading…

This book deals with the pedagogical, personal, and theoretical contexts of foreign language teaching. Part 1, on the pedagogical context, discusses the psychology of language learning, individualized language instruction, new directions in language teaching, and the role of pattern drills in language teaching. Part 2, on the personal context,…

Ausubel distinguishes two kinds of human learning: (1) rote learning, relevant only to a small fraction of human learning, is the mechanistic formation of discrete, isolated traces in cognitive structure, usually through a process of conditioning; (2) meaningful learning, characteristic of most human learning, is a process of "subsuming"…

This is a report of a study conducted by a group of teachers to discover the extent to which students in the first three years of school were aware of the phonetic system of their native language (French) with emphasis on the means they used to analyze it. In the first year, the children discovered phonetic oppositions by touching their lips and…

Although educational psychologists are concerned with the acquisition of knowledge, particularly in the classroom, language acquisition and knowledge of language are areas slighted in their textbooks. Integration of developmental psycholinguistics into educational psychology courses should employ the recently emerging rationalist view rather than…

This book provides a discussion of rhetoric and its importance in second language learning in general, with specific remarks on problems in teaching English as a second language. Logic (not in the strictest philosophical sense), the basic rhetoric, is evolved out of a culture; it is not universal. Rhetoric is not universal either. Rhetorical…