000 03517nam a22003971 4500
999 _c2196
_d2196
003 OSt
005 20230817200157.0
008 880630s1987 enk b eng
020 _a0194370844 (pbk)
035 _a(OCoLC)16773107
040 _aQMG
_beng
_dOOU
_cJCRC
050 _aP 118.2
_b.P72 1987
100 1 _aPrabhu, N. S.
245 1 0 _aSecond Language Pedagogy /
_cPrabhu, N. S.
260 _aOxford :
_bOxford University Press,
_c1987.
300 _a153 p. :
_bill. ;
_c22 cm.
504 _aIncludes bibliographies.
505 _aChapter 1: The Context
505 _aNotes
505 _aChapter 2: The Project
505 _aBackground
_tThe Structural-Oral-Situational method
_tPreparatory discussion
_tInitial perception
_tClasses taught
_tTeachers
505 _aPrinciples and procedures
_tTeaching in the first year
_tTask and pre-task
_tLanguage control
_tMeaning-focused activity
_tTeaching in subsequent years
_tReview seminars
_tEvaluation
505 _aIllustrative tasks
_t1. Railway timetables
_t2. Instructions to draw
_t3. Interpreting rules
_t4. Beginners’ tasks
_tTask sequencing
505 _aNotes
505 _aChapter 3: Teaching
_tReasoning-gap activity
_tPre-task and task
_tReasonable challenge
_tTeachers’ language
_tLearners’ language
_tIncidental correctioN
_tNotes
505 _aChapter 4: Learning
_tLinguistic competence
_tAcquisition and deployment
_tSystem-development
_tRule-focused activity
_tPlanned progression
_tPre-selection
_tMeaningful practice
_tLanguage awareness
_tComprehension and production
_tGroupwork
_tNotes
505 _aChapter 5: Syllabus and Materials
_tSyllabus as an operational construct
_tSyllabus as an illuminative construct
_tSyllabus as an instrument of organizational control
_tSyllabus as a document of public consent
_tSimple and sophisticated syllabuses
_tMaterials
_tCoverage
_tTeaching aids
_tTeachers’ competence
_tNotes
505 _aChapter 6: pedagogic change
_tSense of plausibility
_tImpact of innovations
_tLanguage teaching specialism
_tEclecticism
_tNotes
505 _aBibliography
505 _aAppendices
_tIa/Ib Descriptions of S-O-S pedagogy
_tII Initial perceptions of the project
_tIII Schools involved in the project
_tIVa/IVb Transcripts of project lessons
_tV List of task-types used on the project
_tVI “Evaluation of the Bangalore Project” by Alan Beretta and Alan Davies (originally published in the ELT journal, Volume 39/2 April 1985.)
520 _a“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)
650 0 _aSecond language acquisition.
650 0 _aLanguage and languages
_xStudy and teaching.
856 _uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991027593909705161
_yCheck the UO Library catalog.
942 _2z
_cBK