The Scientific Study & Teaching of Languages: A Review of the Factors and Problems Connected with the Learning and Teaching of Modern Languages, with an Analysis of the Various Methods which May be Adopted in Order to Attain Satisfactory Results |
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adjectives advanced stages adverbs Alogisms anglais answer aspect assimilation bad learner boîte catenizing chaise colloquial concrete craie crayon declension demain dialect English equivalent ergonic chart ergonic combination est-ce etymology etymon examples exercises express factors faculties fait fenêtre foreign language français French frequency frequency statistics function given language graphic Indirect Object infinitive knowledge l'armoire la porte language-study lessons Levez-vous lexicological units Linguistic Pedagogy literary livre Londres material association means memorizing microcosm miolog mode modified monologs mother tongue n'est nature nouns object orthoepy orthographic papier passive past participle peux phonetic phonetician pidgin plafond plume polylog porte prends preterite primary matter principle pronounce pronunciation pupil pupitre Qu'est-ce question Regardez secondary matter Section semantic semanticizing sentences sommes sounds speak speech student subconscious comprehension substitution tables sur la table teacher teaching tenses term tion translation understand venir verb vocabulary Voici Voilà words write written
Popular passages
Page 84 - ... possible. 4. Grammar will at first be taught inductively, by grouping together and drawing general conclusions from such facts, as are observed in reading. A more systematic study is to be kept for a later stage. 5. The teacher will endeavour to connect the words of the foreign language directly with the ideas they express, or with other words of the same language, not with those of the mother tongue.
Page 13 - In order to exclude confusion and misunderstanding during the initial period of conscious study, the phonetic orthographic, etymological, semantic and ergonic aspects of language must be segregated from each other and taught independently.
Page 77 - ... there is a vast preponderance of subconscious work, both active and passive ; when the average person studies a foreign language the contrary is usually the case. We would suggest that one of the essential principles of all methods designed on the
Page 29 - Language is the medium, by which thoughts are conveyed from one person to another, consequently all words or combinations of words used orally or by writing must be considered as coming within the scope of language...
Page 59 - ... morphological identity between Hungarian words and English ones. The superficial difficulty of the language will tend to force him to adopt a right line of study, just as the superficial facility of Italian will tempt the Frenchman into the wrong path. A paradox-loving Belgian pupil of the writer's once declared English to be far more difficult of acquisition than German. Written English, he said, looked so absurdly easy that it was impossible not to believe that it was a wordfor-word transcription...
Page 45 - The number of sentences, however, being infinite, recourse must be had to the study of their mechanism in order that from the relatively limited number of lesser ergons an infinite number of sentences may be composed at will
Page 13 - Learning by heart is the basis of all linguistic study ; for, every sentence ever uttered or written by anybody has either been learnt by heart in its entirety or else has been composed (consciously or subconsciously) from smaller units each of which must at one time have been learnt by heart
Page 119 - The teacher will cause the student to pass from the known to the unknown by easy stages, each of which will serve as a preparation for the next, and thereby secure a constantly increasing rate of progress.
Page 47 - To the end of enabling the student of a foreign language ' to understand what he hears and reads, and also to express himself correctly both by the oral and written mediums,' Mr Palmer works out a standard programme and lays down a methodology for both teacher and taught.
Page 91 - When the foreign word to be demonstrated is known to be for all practical purposes the equivalent of a native word, translation is a better mode than definition ; when the word to be demonstrated is known to be a doubtful equivalent or when the value of the equivalence is unknown, it is more prudent to confirm the translation by definition or by context ; when the word to be demonstrated is known to have no equivalent whatever in the native language, then we must have recourse to definition or to...