Second Language Pedagogy /
Prabhu, N. S.
- Oxford : Oxford University Press, 1987.
- 153 p. : ill. ; 22 cm.
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)
0194370844 (pbk)
Second language acquisition. Language and languages--Study and teaching.