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14532 results in Applied linguistics

Page 704 of 727

  • LTA volume 15 issue 3 Cover and Front matter

  • Journal:
    Language Teaching / Volume 15 / Issue 3 / July 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. f1-f3
    Print publication:
    July 1982
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  • Recent Developments in Elt – Part II

  • J. T. Roberts
  • Journal:
    Language Teaching / Volume 15 / Issue 3 / July 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. 174-194
    Print publication:
    July 1982

  • What the foregoing should have brought out is that ‘communication’ and ‘communicative’ are still very much the watchwords of current ELT, and that interest in research into what constitutes ‘communication’ persists strongly. It is, of course, true that over the last ten or so years a vast corpus of new knowledge has been accumulated and has led to many new applications; yet it is also evident that there is as yet little feeling of self-satisfaction and that efforts continue to be directed towards improvement of all aspects of ELT. However, there are some danger signs, perceived notably by Brumfit, that where the ‘communicative approach’ is concerned, stasis could well come about unless the obsession with syllabuses is leavened with a more immediate and sensitive concern for classroom techniques and events. The ‘humanistic/psychological approach’ is, on the other hand, principally methodologically orientated, but its own weakness is that it seems to underestimate the value of the syllabus as a device for assisting efficiency and, being in a sense ‘anti-linguistics’, may fail to see the value of descriptive knowledge of language. No doubt the debate as to how ‘explicitly’ one should actually teach learners will continue for many years to come – indeed, it has always been a perennial issue – but the one safe prediction at the present time seems to be that some sort of synthesis, as foreseen by Stern and Brumfit, will take place between the ‘communicative approach’ and the ‘humanistic/psychological approach’, such that ‘communicative teaching’ may come to have a more similar meaning for everybody. But for more detailed predictions of directions for the 1980s, Alatis et al. (eds.) (1981) should serve as a good starting-point.

  • Research in the supporting sciences

  • Journal:
    Language Teaching / Volume 15 / Issue 2 / April 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. 140-152
    Print publication:
    April 1982
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  • Teaching particular languages

  • Journal:
    Language Teaching / Volume 15 / Issue 2 / April 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. 133-139
    Print publication:
    April 1982
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  • Language description and use

  • Journal:
    Language Teaching / Volume 15 / Issue 2 / April 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. 153-157
    Print publication:
    April 1982
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  • LTA volume 15 issue 2 Cover and Back matter

  • Journal:
    Language Teaching / Volume 15 / Issue 2 / April 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. b1-b3
    Print publication:
    April 1982
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  • Language learning and teaching – theory and practice

  • Journal:
    Language Teaching / Volume 15 / Issue 2 / April 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. 111-132
    Print publication:
    April 1982
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  • LTA volume 15 issue 2 Cover and Front matter

  • Journal:
    Language Teaching / Volume 15 / Issue 2 / April 1982
    Published online by Cambridge University Press:
    23 December 2008, pp. f1-f3
    Print publication:
    April 1982
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Page 704 of 727