Georgetown University Round Table on Languages and Linguistics (GURT) 1990: Linguistics, Language Teaching and Language Acquisition: The Interdependece of Theory, Practice and ResearchJames E. Alatis |
Contents
Databased language analysis and TESL | 243 |
On the need for a theory of language teaching | 259 |
Knowledgebased inferencing in second language comprehension | 269 |
Bringing cultural literacy into the foreign language classroom through video | 283 |
Perception theory error feedback and language acquisition | 291 |
Linguistic hypothesis testing in neural networks | 292 |
Improving foreign language listening comprehension | 307 |
Theory and practice | 315 |
Semiotic theory and language acquisition | 63 |
Cognitive and social correlates and consequences of additive bilinguality | 88 |
A citation analysis of the diffusion of linguistic and language acquisition theory and research to the English language teaching community | 100 |
Strange or blissful bedfellows? | 110 |
What can we learn from chaos? | 121 |
Refraining contrastive analysis | 135 |
The role of expectations in an instructional setting | 142 |
in Standard English Another look | 155 |
The role of the amygdala as a mediator of affect and cognition in second language acquisition | 167 |
A situational analysis of the semantics of can in American English | 175 |
Foreigner talk as comprehensible input | 191 |
definitions and directions | 205 |
in second language teacher education | 216 |
of simulated oral proficiency interviews as measures of spoken language proficiency | 226 |
Fossils or forests? The challenge of teaching for proficiency in the secondary schools | 233 |
Teaching English to Speakers of Other Languages | 336 |
A second language teaching practice | 343 |
Paving the way for proficiency | 358 |
How reading and writing make you smarter or how smart people read and write | 362 |
Why teach grammar? | 375 |
MMs for language classrooms? Another look at motivation | 381 |
Teaching Sin Confession An analogy for the times | 392 |
and second language acquisition Is there a conflict with traditional psychometrics? | 399 |
Cognition personality and learning success | 411 |
| 436 | |
| 457 | |
The cognitive basis for second language instruction | 476 |
| 494 | |
| 512 | |
Common terms and phrases
ability activities amygdala analysis analyzed Applied Linguistics approach behavior bilingual Cambridge Chamot Chomsky cloze cognitive communicative competence communicative language teaching concepts context correlation cultural discourse discourse analysis discussion effect English example experience focus foreign language function Georgetown University grammar hypothesis important input interaction interlanguage Journal knowledge Krashen language classroom language learning strategies language proficiency language teaching learners learning style linguistic theory listening comprehension long-term memory meaning memory metacognitive metacognitive strategies motivation native speakers O'Malley out-of-class contact Oxford performance perspective possible practice pragmatic problem procedural knowledge psycholinguistic question reference relevant representation role scores second language acquisition second language learning semiotic sense situation skills SLA research social sociolinguistic SOPI specific speech structure suggests task teacher education TESOL TESOL Quarterly theoretical theoretical linguistics thinkers thinking understanding University Press variables words writing
Popular passages
Page 17 - The fact that some features are, at any rate, widespread, is worthy of notice and calls for an explanation ; when we have adequate data about many languages, we shall have to return to the problem of general grammar and to explain these similarities and divergences, but this study, when it comes, will be not speculative but inductive.
Page 17 - The only useful generalizations about language are inductive '• generalizations. Features which we think ought to be universal may be absent from the very next language that becomes accessible.
Page 38 - I am the master of this college; What I don't know isn't knowledge.
Page 20 - Since any model of this kind is necessarily based upon an idealization of the data that it is designed to describe or explain, how one decides which variations in the data are of significance and which variations can be discounted becomes a question of crucial importance; and the answer to this question will depend upon the nature of the correspondence that...