Linguistics, Psychology, and Pedagogy [electronic resource] : Trinity or Unity? / Ronald Wardhaugh.
In each of three historical periods, an effort was made, conscious or otherwise, to unite the prevailing knowledge of language into a pattern of language teaching. In the "pre-linguistic" period, emphasis was on encyclopedic formal knowledge, grammar-translation, reading , and writing. Dur...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1968.
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MARC
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| 100 | 1 | |a Wardhaugh, Ronald. | |
| 245 | 1 | 0 | |a Linguistics, Psychology, and Pedagogy |h [electronic resource] : |b Trinity or Unity? / |c Ronald Wardhaugh. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1968. | ||
| 300 | |a 8 p. | ||
| 500 | |a Availability: TESOL, Institute of Languages and Linguistics, Georgetown University, Washington, D.C. 20007 ($1.50). |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the TESOL Convention, San Antonio, Texas, March 1968. |5 ericd. | ||
| 520 | |a In each of three historical periods, an effort was made, conscious or otherwise, to unite the prevailing knowledge of language into a pattern of language teaching. In the "pre-linguistic" period, emphasis was on encyclopedic formal knowledge, grammar-translation, reading , and writing. During the "linguistic" period, the study of language became more "objective" because the prevailing scientific viewpoint valued dispassionate observation of data. Representative of this period is Lado's "Language Teaching," which characterizes the aural-oral, contrastive analysis approach of the 1950's. The goals of linguistics in the last decade, the "contemporary" period, as pursued by Chomsky, Fillmore, and others, are vastly different, "ith emphasis on understanding the "higher mental process." One result of all this activity is that the linguistic method of language teaching is under severe attack from various sides. We should view with some skepticism, the author warns, a "new pedagogy in which the new linguistics, the new psychology, and the new demands made of our educational system will find themselves welded into a new unity which will have as little theoretical justification as any past unity." We need a new unity "in order to reflect our current characterization of the basic disciplines and to justify what we are doing in classrooms." (AMM) | ||
| 524 | |a TESOL Quarterly, v2 n2 Jun 1968. |2 ericd. | ||
| 650 | 1 | 7 | |a Applied Linguistics. |2 ericd. |
| 650 | 1 | 7 | |a Educational Psychology. |2 ericd. |
| 650 | 1 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 1 | 7 | |a Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Linguistic Theory. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Models. |2 ericd. |
| 710 | 2 | |a Teachers of English to Speakers of Other Languages. | |
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