TY  - BOOK
AU  - Prabhu,N.S.
TI  - Second Language Pedagogy
SN  - 0194370844 (pbk)
AV  - P 118.2  .P72 1987
PY  - 1987///
CY  - Oxford
PB  - Oxford University Press
KW  - Second language acquisition
KW  - Language and languages
KW  - Study and teaching
N1  - 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.)
N2  - “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)
UR  - https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991027593909705161
ER  -