Foreign Language Instruction.
This article presents a research on foreign language instruction. Many language teachers have taken a precise stand on accepting the audiolingual approach. Relationships are better revealed by analysis than analogy alone and aid in transfer. Many interpret this as going back to the grammar-translati...
| Publicado en: | Review of Educational Research Vol. 37; no. 2; pp. 186 - 200 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Apr1967
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18886979&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18886979 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00346543 RER jtl: Review of Educational Research issn: 00346543 maglogo: Y pubinfo: dt: Apr1967 vid: 37 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 18886979 10.2307/1169387 ppf: 186 ppct: 14 formats: tig: atl: Foreign Language Instruction. aug: au: Birkmaier, Emma Lange, Dale affil: University of Minnesota, Minneapolis, Minnesota su: Universal language Foreign language education Learning Discrimination (Sociology) Language teachers Education sug: subj: Universal language Foreign language education Learning Discrimination (Sociology) Language teachers Education ab: This article presents a research on foreign language instruction. Many language teachers have taken a precise stand on accepting the audiolingual approach. Relationships are better revealed by analysis than analogy alone and aid in transfer. Many interpret this as going back to the grammar-translation approach. By combining the best features of the two theories, the profession could increase its potential in more efficient language teaching. An important aspect of listening in foreign language learning is the discrimination of phonemes. Assuming that the discrimination could be controlled by reinforcement, examined the nature of the discrimination process in foreign language learning. The problem of teaching pronunciation with phonetic symbols was investigated and found some advantage in the use of a phonetic text during a thirty-hour program learning course in Japanese. Few studies have appeared that deal with the long and involved process of learning to speak a foreign language. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1967 holdings: @attributes: islocal: N |
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