Topics & Questions for Study and Discussion

Note: Items listed below are coded for either individual (I) work, group/pair (G) work, or whole-class (C) discussion, as suggestions to the instructor on how to incorporate the topics and questions into a class session.

1. (G) Second language learning is a complex, long-term effort that requires much of the learner. In small groups of three to five, share your own experiences in learning, or attempting to learn, a foreign language. Describe your own (a) commitment, (b) involvement, and (c) effort to learn. This discussion should introduce you to a variety of patterns of learning.

2. (I/G) Write your own "twenty-five-words-or-less" definitions of language, learning, and teaching. What would you add to or delete from the defi­nitions given in this chapter? Share your definitions with another class­mate or in a small group. Compare differences and similarities.

3. (G) Consider the eight subfields of linguistics and, assigning one subfield to a pair or small group, discuss briefly the type of approach to second language teaching that might emerge from emphasizing the exclusive importance of your particular subfield. Report your thoughts to the whole class.

4. (C) Discuss in class with what science does the Psychology of teaching foreign language is in the closest relation. Justify your point of view.

5. (C) Considering the productive relationship between theory and prac­tice, think of some examples (from any field of study) that show that theory and practice are interactive. Next, think of some specific types of activities typical of a foreign language class you have been in (choral drills, translation, reading aloud, using a vocabulary word in a sentence, etc.). What kind of theoretical assumptions underlie these activities? How might the success of the activity possibly alter the theory behind it?

References & Suggested Readings

1. Апухтин В. Б. Психолингвистический метод анализа смысловой структуры текста. автореф. дис… канд. психол. наук. – М., 1977. - 25с.

2. Артемов В. А. Речь – многофункциональный процесс// Психологические исследования, посвященные 85-летию со дня рождения Д. Н. Узнадзе. – Тбилиси, 1973. - с.56-61.

3. Асмолов А. Г., Петровский В.А. О динамическом подходе к психологическому анализу деятельности//Вопросы психологии. – № 1. – М., 1978. - с. 68-87.

4. Аспекты общей и частной лингвистической теории текста/Под ред. Г.Я. Солганика. – М., 1982. - 198с.

5. Афазия и восстановительное обучение / Под ред. Л. С. Цветковой и Т. А. Ахутиной. – М., 1983. - 567с.

6. Ахутина Т. В. Нейролингвистический анализ динамической афазии. – М., 1975. - 247с.

7. Ахутина Т. В. Единицы речевого общения, внутренняя речь, порождение речевого высказывания//Исследование речевого мышления в психолингвистике. – М., 1985. - 145с.

8. Глухое В. П. Основы психолингвистики/Учеб. пособие для студентов педвузов. – М., 2005. - 347с.

9. Горелов И. Н. Вопросы теории речевой деятельности. Таллин, 1987. - 124с.

10. Горелов И.Н., Седов К.Ф. Основы психолингвистики. Изд. 2-е. – М., 2001. - 365с.

11. Горошко Е.И. Языковое сознание. – М.: Институт языкознания РАН, 2002. - 496с.

12. Гриншпун Б.М., Селиверстов В.И. Развитие коммуникативных умений и навыков у дошкольников в процессе логопедической работы над связной речью // Дефектология. – 1988. № 3. - с.45 - 56.

13. Гумбольдт В. Избранные труды по общему языкознанию. – М., 1984. - 184с.

14. Bloom L. Language Development. – Cambridge (Mass.), 1970. – 564p.

15. Braine M.D.S. The insufficiency of a finite state model for verbal reconstructive memory // Psychonomic Science. – 1965. – V. 2. - p.132-138.

16. Braine M.D.S. Children's first word combination// Monographs of the Society for Research in Child Development. – 1976. – № 41.

17. Bruner J.S. From communication to language // Cognition. V. 33. 1974–1975.

18. Carroll J.B. The Study of Language. – Cambridge (Mass.), 1953.

19. Carroll J.B. Language and thought. – Englewood Cliffs, 1964.

20. Chomsky N. A Review of Verbal Behavior, by B.F. Skinner // Language. V 35. – 1959. № 1.

21. Chomsky N. Aspects of the Theory of Syntax. – Cambridge (Mass.), 1965. – 247p.

22. Chomsky С The Acquisition of Syntax in Children from 5 to 10. – Cambridge (Mass.), 1969. – 234p.

23. Clark H.N., Clark E. V. Psychology of Language. An Introduction to Psycholinguistics. – New York, 1977. – 165p.

24. Cramer R.L. Writing, Reading, and Language Growth. Columbus, 1978. – 247p.

25. Deese J. The Structure of associations in language and Thought. – Baltimore,  "Learning Spoken English, page 12-13". public domain, 1965. - 368с.

26. Diller, Karl Conrad. The Language Teaching Controversy. Rowley, Massachusetts: Newbury House, 1978. - 239p.

27. Meddings, L and Thornbury, S Teaching Unplugged: Dogme in English Language Teaching. Peaslake: Delta, 2009

28. Luke, Meddings (26 March 2004). "Throw away your textbooks". The Guardian. Retrieved 22 June 2009.

29. Michel Thomas: The Learning Revolution, by Jonathan Solity.

30. Eter Horst and J. M. Pearce, “Foreign Languages and the Environment: A Collaborative Instructional Project”, The Language Educator, pp. 52-56, October, 2008.

31. J. M. Pearce and E. ter Horst “Appropedia and Sustainable Development for Improved Service Learning”, Proceedings of Association for the Advancement of Sustainability in Higher Education 2008.

32. Joshua M. Pearce and Eleanor ter Horst, “Overcoming Language Challenges of Open Source Appropriate Technology for Sustainable Development in Africa”, Journal of Sustainable Development in Africa, 11(3), 2010. pp.230-245,.

33. Richards, Jack C.; Theodore S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge UK: Cambridge University Press. ISBN0-521-00843-3.

34.   Universiteit Antwerpen James L. Barker lecture on November 8, 2001 at Brigham Young University, given by Wilfried Decoo. – 83p.