Methods of Teaching Modern Languages, Band 10World Book Company, 1923 - 479 Seiten Introductory -- I. The scientific foundations of modern language teaching -- II. Values and methods -- III. Skill, discipline, and enjoyment -- IV. Pronunciation -- V. Associating symbols and meanings -- VI. Oral work -- VIII. Reading -- VIII. Writing -- IX. Grammar -- X. Realia -- XI. Teaching literature -- XII. Individual differences, and supervised study -- XIII. Reviews, tests, and examinations -- XIV. Special problems -- XV. Problems of administration -- XVI. Teacher-training -- Appendix A. Bibliography of methods -- Appendix B. Resolutions and recommendations of modern language teachers -- Appendix C. Syllabi of four-year courses -- Index. |
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ability adjectives aims American answer antonyms assignment Bulletin cent Chapter classroom composition consonants correct course direct method discussion drill Education elementary English exercises foreign language foreign word France front vowels German give given grammar guage habits Handschin high school Hispania important instruction interest Italian knowledge Language Teachers Latin learner learning Leipzig lesson linguistic literary literature material matter means memory Methods of Teaching Miami University Modern Language Association Modern Language Journal modern-language teachers Monatshefte für Deutsche notebook nouns oral Pedagogical period persons phonetics practice present principles problems pronouns pronunciation proper pupils questions reading text realia recitation reflexive verbs Scandinavian sentences soft palate sound Spain Spanish speaking Sprache und Pädagogik student study of French subjunctive suggestions supervised study taught Teaching of Modern tion tongue translation University various verbs vocabulary vowel writing written York
Beliebte Passagen
Seite 72 - Upon examination, each instance reveals, more or less clearly, five logically distinct steps: (i) a felt difficulty; (ii) its location and definition; (iii) suggestion of possible solution; (iv) development by reasoning of the bearings of the suggestion; (v) further observation and experiment leading to its acceptance or rejection; that is, the conclusion of belief or disbelief.
Seite 72 - Upon examination, each instance of reflective thought reveals more or less clearly, five distinct steps: (1) a felt difficulty; (2) its location and definition; (3) suggestion of possible solution; (4) development by reasoning of the bearings of the suggestion; (5) further observation and experiment leading to its acceptance or rejection...
Seite 29 - ... retention; attention is an important factor in memorial activity, and attention depends on interest; the feelings (of pleasure or pain) also play a great part in memorial activity and the feelings manifest themselves in the form of interest. (Meumann* et al.) 4. The memory for objects and movements is greater than for verbal impressions. (Peterson,4 Kirkpatrick,* Calkins,
Seite 43 - ... the difference in ability in English composition is due practically entirely to a difference in original ability and only to a slight or no extent to the training in foreign languages. [For the method of this computation the reader is referred to the original report of this investigation. ('17).] The increase in length of composition and in speed of reading is large and very probably in excess of the difference in original ability. Training in foreign language seems to have produced a distinct...
Seite 275 - ... However, we are sure of one thing, namely, that every one is interested in supervised study for the reason that is here, and it is going to be more common as time goes on. In discussing supervised study we must differentiate between supervised study and giving directions how to study. Says Mr. Brown: "To teach pupils how to study is time well spent. However, teaching pupils how to study is not supervised study. Supervised study will often reveal among other things the need of instruction in how...
Seite 449 - ... in the early stages of the course. 16. It is pedagogically desirable that as a rule, language instruction in secondary schools be given by teachers who have received their education in America. 17. The movement toward closer correlation of high school studies is commendable, especially between the modern languages themselves, and between these subjects and English, History and Latin. Syllabi should be prepared to facilitate such correlation. 18. In conclusion, we wish to emphasize the following...
Seite 241 - Corybantian revellers too have a quick perception of that strain only which is appropriated to the God by whom they are possessed, and have plenty of dances and words for that, but take no heed of any other. And you, Ion, when the name of Homer is mentioned have plenty to say, and have nothing to say of others. You ask, "Why is this?
Seite 447 - ... international correspondence on such matters will assume greatly increased proportions, it is urgently desirable that a much larger number of Americans than hitherto be trained to understand and to use the languages of the foreign countries with which we shall be most closely associated; (2) THAT, in view of the fact that the men and women of America should henceforth seriously endeavor to understand the psychology, the problems and the achievement of the main foreign peoples, it is urgently...
Seite 449 - ... show uncommon linguistic ability. 11. For the satisfactory conduct of the class as a whole as well as for their own good, pupils should be tested out early in the course, if not before they enter, and if found deficient in oral ability should be enrolled in reading courses. 12. The modern languages offered in secondary schools should be French, German, and Spanish, the selection of the first language to depend on local conditions. 13. For pupils specializing in modern languages the course should...
Seite 451 - Association, the Report of the Interlocking Committee on the Coordination of Language Study for the High Schools of Illinois...