The Foreign Language Classroom

Written from the practical viewpoint of language educators, these essays address classroom applications of second-language theory that respond to a broad spectrum of needs of foreign-language instructors. In addition to the commonly taught French and Spanish, it offers commentary on the teaching of Arabic, Greek, Hungarian, and Japanese. Topics include grammar; task variation and repair; the transition from language to literature and writing; the use of technology; and methodology. There is a glossary of pedagogical terms and an index.

Margaret Haggstorm, Leslie Z. Morgan, Joseph A. Wieczorek

Introduction, Making the Transition from Language to ,The "Think-Aloud" Procedure as a Diagnostic and Learning Tool for Second-Language Learners, Cognitive Aspects of Personality and Listening Comprehension, Task Variation and Repair in the Foreign Language Classroom, Applying Discourse Analysis to Students' Videotaped Performances: A Recent Methodology, a New Beginning, Stimulating the Right Brain in the Second-Language Classroom, Responding to Foreign-Language Student Writing: Expanding Our Options, La production ecrite en langue seconde par le recueil de textes, Arabic as a Foreign Language: Bringing Diglossia into the Classroom, Acquisition of Pragmatic Rules: The Gap between What die Language Textbooks Present and How Learners Perform, The Linguistic Effect of Foreign Language Learning on the Development of Mother Tongue Skills, The Development of the Japanese Speaking Test and the Preliminary Japanese Speaking Test, Reinventing "Grammar" for Foreign Language Textbooks, Epilogue: Directions for Future Research in Foreign Languages From Control to Chaos: Reflections on an "Unstylish" Research Paradigm.