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Second Language Pedagogy / Prabhu, N. S.

Par : Prabhu, N. S.
Éditeur : Oxford : Oxford University Press, 1987Description :153 p. : ill. ; 22 cm.ISBN : 0194370844 (pbk).Sujet(s) : Second language acquisition | Language and languages -- Study and teachingRessources en ligne : Check the UO Library catalog.
Dépouillement complet :
Chapter 1: The Context
Notes
Chapter 2: The Project
Background The Structural-Oral-Situational method Preparatory discussion Initial perception Classes taught Teachers
Principles and procedures Teaching in the first year Task and pre-task Language control Meaning-focused activity Teaching in subsequent years Review seminars Evaluation
Illustrative tasks 1. Railway timetables 2. Instructions to draw 3. Interpreting rules 4. Beginners’ tasks Task sequencing
Notes
Chapter 3: Teaching Reasoning-gap activity Pre-task and task Reasonable challenge Teachers’ language Learners’ language Incidental correctioN Notes
Chapter 4: Learning Linguistic competence Acquisition and deployment System-development Rule-focused activity Planned progression Pre-selection Meaningful practice Language awareness Comprehension and production Groupwork Notes
Chapter 5: Syllabus and Materials Syllabus as an operational construct Syllabus as an illuminative construct Syllabus as an instrument of organizational control Syllabus as a document of public consent Simple and sophisticated syllabuses Materials Coverage Teaching aids Teachers’ competence Notes
Chapter 6: pedagogic change Sense of plausibility Impact of innovations Language teaching specialism Eclecticism Notes
Bibliography
Appendices Ia/Ib Descriptions of S-O-S pedagogy II Initial perceptions of the project III Schools involved in the project IVa/IVb Transcripts of project lessons V List of task-types used on the project VI “Evaluation of the Bangalore Project” by Alan Beretta and Alan Davies (originally published in the ELT journal, Volume 39/2 April 1985.)
Résumé : “The basic assumption underlying this study is that language form is best learnt when students are concentrating on meaning rather than form. Dr. Prabhu rejects the linguistic syllabus, opting instead for a task-related “procedural” syllabus where students have to solve problems through reasoning and self-reliance. The study is based on research carried out during a five-year classroom experiment (The Bangalore/Madras Communication Teaching Project) and provides an example of operational research in which theory and practice help develop each other. It also presents a range of ideas on language teaching and learning which are marked equally by boldness in thought and a sense of the classroom.” (Back Cover)
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Type de document Site actuel Collection Cote Numéro de copie Statut Date d'échéance Code à barres
Livres Livres CR Julien-Couture RC (Teaching)
General Stacks 		Non-fiction MET PRA (Parcourir l'étagère) 1 Disponible A007866

Includes bibliographies.

Chapter 1: The Context

Notes

Chapter 2: The Project

Background The Structural-Oral-Situational method
Preparatory discussion
Initial perception
Classes taught
Teachers

Principles and procedures Teaching in the first year
Task and pre-task
Language control
Meaning-focused activity
Teaching in subsequent years
Review seminars
Evaluation

Illustrative tasks 1. Railway timetables
2. Instructions to draw
3. Interpreting rules
4. Beginners’ tasks
Task sequencing

Notes

Chapter 3: Teaching Reasoning-gap activity
Pre-task and task
Reasonable challenge
Teachers’ language
Learners’ language
Incidental correctioN Notes

Chapter 4: Learning Linguistic competence
Acquisition and deployment
System-development
Rule-focused activity
Planned progression
Pre-selection
Meaningful practice
Language awareness
Comprehension and production
Groupwork
Notes

Chapter 5: Syllabus and Materials Syllabus as an operational construct
Syllabus as an illuminative construct
Syllabus as an instrument of organizational control
Syllabus as a document of public consent
Simple and sophisticated syllabuses
Materials
Coverage
Teaching aids
Teachers’ competence
Notes

Chapter 6: pedagogic change Sense of plausibility
Impact of innovations
Language teaching specialism
Eclecticism
Notes

Bibliography

Appendices Ia/Ib Descriptions of S-O-S pedagogy
II Initial perceptions of the project
III Schools involved in the project
IVa/IVb Transcripts of project lessons
V List of task-types used on the project
VI “Evaluation of the Bangalore Project” by Alan Beretta and Alan Davies (originally published in the ELT journal, Volume 39/2 April 1985.)

“The basic assumption underlying this study is that language form is best learnt when students are concentrating on meaning rather than form. Dr. Prabhu rejects the linguistic syllabus, opting instead for a task-related “procedural” syllabus where students have to solve problems through reasoning and self-reliance. The study is based on research carried out during a five-year classroom experiment (The Bangalore/Madras Communication Teaching Project) and provides an example of operational research in which theory and practice help develop each other. It also presents a range of ideas on language teaching and learning which are marked equally by boldness in thought and a sense of the classroom.” (Back Cover)

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