New Directions in Foreign Language Teaching*

Hayes, Alfred S.

doi:10.1111/j.1540-4781.1965.tb00871.x

Cited by 3 publications

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“…analyses were not for the ordinary student, but for the training of the teachers. Hayes (1965) shared Fries' opinion that comparisons themselves were not for language teaching, but for prospective linguists and language teachers. Scholars like Baird, Schwab, Halliday and McIntosh not only had reservations on the matter of contrastive analysis and learning problems, but also spoke about a confusion which arose between the diagnosis of errors and their prevention (Kanarakis, 1969).…”

Section: Introductionmentioning

confidence: 94%

Some Lexical, Morphological and Syntactical Similarities and Differencies in Lithuanian, Italian and English Languages

Kalindra¹

2011

StALan

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The article is aimed at facilitating parallel teaching and learning Italian by discovering lexical, morphological and syntactical similarities and differences in Lithuanian, Italian and English languages, which correspondingly represent Romance, Germanic and Baltic language branches of the Indo-European language family. Even though the English language is relatively young, having developed in the Middle Ages, it inherited a lot of morphemes and derivatives from Ancient Greek and Latin through Italian which are also rather common in other languages. While analysing the morphemes, the methods of comparative linguistics and contrastive analysis are applied. The major semantic groups of suffixes and prefixes along with their functions are compared in the three languages and are listed with typical examples of their use. Concerning inflectional and derivational morphemes in different parts of speech, grammatical categories such as voice, tense, person, gender and number are also discussed. Taking into consideration that Lithuanian is rather different from other languages, more attention is drawn to common similarities between Italian and English. Some lexical examples of correct and incorrect usage are advanced. In order to illustrate the issues related to interference of the mother tongue, syntactical correlation is also provided. This paper brings to light multidimensional profiles of the subject and suggests a new approach to teaching and learning foreign languages. The comparative analysis is mostly based on the survey of the corresponding scientific literature and dictionaries.

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Section: Introductionmentioning

confidence: 94%

Some Lexical, Morphological and Syntactical Similarities and Differencies in Lithuanian, Italian and English Languages

Kalindra¹

2011

StALan

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“…It also took advantage of new technologies. Several articles in the late 60s and early 70s looked at programmed instruction, first describing it (e.g., Hayes, 1965), then giving results of experiments about the instruction (e.g., Clark, 1966;Mueller, 1966), finally, suggesting ways that the technique could be made acceptable to colleagues (Ewton, 1974;Grittner, 1969;Grittner, 1975;Leamon, 1975;Niedzielski, 1975;Noblitt, 1975.) The modification and experimentation steps of the common pattern for methodology popularization described earlier with the Direct Method (description, modification, experimentation) were reversed for programmed instruction.…”

Section: Challenges To Audiolingualism That Did Not Becomementioning

confidence: 99%

Weighing the Ways of the Flow: Twentieth Century Language Instruction

Mitchell

Vidal

2001

The Modern Language Journal

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A traditional metaphor for changes in language teaching methodologies has been that of a pendulum swinging back and forth. However, this historical review of methodology articles in the MLJ suggests a new, more dynamic, metaphor-that of a river flowing. We examine first the major mainstream methods discussed in the Journal, showing how they came into being and what caused them, as opposed to other methods, to become so strong. Then we examine other historical and academic factors that caused the methods to divert and divide into several channels. Finally, we suggest potential areas of exploration that might lead to the development of new water sources or the diversion of the current stream into new channels. The new metaphor and historical review of MLJ methodology articles allow us to see how our work has progressed over the years and how it has not just swung like a pendulum between two opposing positions.

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Research Findings and Foreign Language Requirements in Colleges and Universities*

Jakobovits¹

1969

Foreign Language Annals

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This report summarizes earlier reviews on research findings in FL teaching and outlines those principal conclusions which seemed to the writer to have the most adequate empirical justification. Five major topics are discussed: teaching methods in FL instruction, FL aptitude, the attainment of FL proficiency, the effects of motivation and interest in FL learning, and the goals and benefits of FL study. Nineteen conclusions are presented and their implications for FL teaching are discussed. Several recommendations for changes in the college FL curriculum are included.

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New Directions in Foreign Language Teaching*

Cited by 3 publications

References 0 publications

Some Lexical, Morphological and Syntactical Similarities and Differencies in Lithuanian, Italian and English Languages

Some Lexical, Morphological and Syntactical Similarities and Differencies in Lithuanian, Italian and English Languages

Weighing the Ways of the Flow: Twentieth Century Language Instruction

Research Findings and Foreign Language Requirements in Colleges and Universities*

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