Necessity and Sufficiency in Language Learning

Three Approaches to Task-Based Syllabus Design

“…Early proposals concerning analytic, Type B, syllabuses (Macnamara, 1973;Newmark, 1964Newmark, , 1966Newmark & Reibel, 1968;Reibel, 1969) had little institutional backing and no accompanying teaching materials distributed by large commercial publishers, both factors which inhibit the spread of ideas in language teaching, good or bad (Richards, 1984). Not surprisingly, therefore, classroom implementation was initially small scale and the result of individual effort and imagination (All wright, 1976;Dakin, 1973;Newmark, 1971), with one larger institutionalised ("communicative" rather than truly task-based) project, the Malaysian Language Syllabus (Kementarian Pelajaran Malaysia, 1975; see Rodgers, 1984;Samah, 1984; Long & Crookes, to appear).…”

Quelques grammaires francaises pour anglophones et quelques problemes d expression orale chez les etudiants anglophones de niveau tres avance

“…Krashen, qui a travaillé en collaboration avec Dulay et Burt (1982), va recourir à l'hypothèse dite de l'ignorance, formulée par Newmarket Reibel (1968). Selon ces derniers, les erreurs sont dues à une connaissance incomplète de la langue-cible et disparaissent avec la progression de l'apprentissage.…”

Formal Grammars and the Natural Language User: A Review

“…In that case the task for the language teacher would be to expand the hypothesis space by contrastive teaching. Newmark and Reibel (1968) reject this approach, but much more research is required to give a definite answer.…”