Wilga M Rivers
Biographic Data
| ID | 737095 |
|---|---|
| NAME | Wilga M Rivers |
| GIVEN NAMES | Wilga M |
| FAMILY NAME | Rivers |
| SIGNATURE | RIVERS W M |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 1988 |
| H-INDEX | 2 |
Interactive Language Teaching
A New Curriculum for New Purposes
To prepare for the new surge of interest in foreign languages which is rising across the country, classroom teaching needs to be upgraded. However, with the same old content this will not be sufficient. Five directions foreign language programs can take are outlined with recommendations for classrom teaching: linking foreign languages with international studies; teaching language for career purposes; for intercommunity understanding; for an insig…
Teaching Foreign-Language Skills
Teaching Foreign-Language Skills
A Practical Guide to the Teaching of English as a Second or Foreign Language
Students, Teachers, and the Future
Our best preparation for the future of foreign language teaching is to recognize the directions of change in our present situation. The author examines changing relations and changing directions, the present state of the field from the point of view of the classroom teacher, the future demands on the classroom teacher in view of these changing relations and directions, the steps that can be taken to ensure development of a flexible and future‐ori…
Changing Patterns in Foreign Language Programs: Report on the Illinois Conference on Foreign Languages in Junior and Community Colleges
Speaking in Many Tongues: Essays in Foreign-Language Teaching
From Linguistic Competence to Communicative Competence
Free, spontaneous interaction cannot be an attractive extra in a program which is rigid and mechanical. We must develop a smooth and natural transition from skill-getting to skill-using. Language learning, like other human activities, involves three parallel cognitive systems for processing information and storing it for use: the enactive, the iconic or perceptual, and the symbolic. We must select the type of activity appropriate to the kind of l…
Talking off the Tops of Their Heads
The problem of preparing students who can speak spontaneously in a foreign language is still far from solved. A new model of the processes to be considered in language learning is proposed which allots a full role to interaction (or skill-using) as an essential complement to skill-getting (cognition and production or pseudo-communication). Several recent proposals for communication drills are examined and found to be useful for preparing the stud…
Teaching Foreign-Language Skills
From Skill Acquisition to Language Control
Some years ago, in an attempt to be helpful, undertook to give some lessons in English to a young Italian immigrant to Australia who happened to have wandered into my church and who was making rather futile efforts to make himself understood with the few words he had acquired haphazardly. Very, soon, however, he stopped coming for lessons since it was obvious to him that did not know how to teach a language. was trying to make him say things like…
The Psychologist and the Foreign-Language Teacher
The Psychologist and the Foreign-Language Teacher
A New Curriculum for New Purposes
To prepare for the new surge of interest in foreign languages which is rising across the country, classroom teaching needs to be upgraded. However, with the same old content this will not be sufficient. Five directions foreign language programs can take are outlined with recommendations for classrom teaching: linking foreign languages with international studies; teaching language for career purposes; for intercommunity understanding; for an insig…
From Linguistic Competence to Communicative Competence
Free, spontaneous interaction cannot be an attractive extra in a program which is rigid and mechanical. We must develop a smooth and natural transition from skill-getting to skill-using. Language learning, like other human activities, involves three parallel cognitive systems for processing information and storing it for use: the enactive, the iconic or perceptual, and the symbolic. We must select the type of activity appropriate to the kind of l…
Students, Teachers, and the Future
Our best preparation for the future of foreign language teaching is to recognize the directions of change in our present situation. The author examines changing relations and changing directions, the present state of the field from the point of view of the classroom teacher, the future demands on the classroom teacher in view of these changing relations and directions, the steps that can be taken to ensure development of a flexible and future‐ori…
Talking off the Tops of Their Heads
The problem of preparing students who can speak spontaneously in a foreign language is still far from solved. A new model of the processes to be considered in language learning is proposed which allots a full role to interaction (or skill-using) as an essential complement to skill-getting (cognition and production or pseudo-communication). Several recent proposals for communication drills are examined and found to be useful for preparing the stud…
From Skill Acquisition to Language Control
Some years ago, in an attempt to be helpful, undertook to give some lessons in English to a young Italian immigrant to Australia who happened to have wandered into my church and who was making rather futile efforts to make himself understood with the few words he had acquired haphazardly. Very, soon, however, he stopped coming for lessons since it was obvious to him that did not know how to teach a language. was trying to make him say things like…
The Psychologist and the Foreign-Language Teacher
The Psychologist and the Foreign-Language Teacher
Teaching Foreign-Language Skills
From Skill Acquisition to Language Control
Some years ago, in an attempt to be helpful, undertook to give some lessons in English to a young Italian immigrant to Australia who happened to have wandered into my church and who was making rather futile efforts to make himself understood with the few words he had acquired haphazardly. Very, soon, however, he stopped coming for lessons since it was obvious to him that did not know how to teach a language. was trying to make him say things like…
Talking off the Tops of Their Heads
The problem of preparing students who can speak spontaneously in a foreign language is still far from solved. A new model of the processes to be considered in language learning is proposed which allots a full role to interaction (or skill-using) as an essential complement to skill-getting (cognition and production or pseudo-communication). Several recent proposals for communication drills are examined and found to be useful for preparing the stud…
From Linguistic Competence to Communicative Competence
Free, spontaneous interaction cannot be an attractive extra in a program which is rigid and mechanical. We must develop a smooth and natural transition from skill-getting to skill-using. Language learning, like other human activities, involves three parallel cognitive systems for processing information and storing it for use: the enactive, the iconic or perceptual, and the symbolic. We must select the type of activity appropriate to the kind of l…
Changing Patterns in Foreign Language Programs: Report on the Illinois Conference on Foreign Languages in Junior and Community Colleges
Speaking in Many Tongues: Essays in Foreign-Language Teaching
Students, Teachers, and the Future
Our best preparation for the future of foreign language teaching is to recognize the directions of change in our present situation. The author examines changing relations and changing directions, the present state of the field from the point of view of the classroom teacher, the future demands on the classroom teacher in view of these changing relations and directions, the steps that can be taken to ensure development of a flexible and future‐ori…
A Practical Guide to the Teaching of English as a Second or Foreign Language
Teaching Foreign-Language Skills
Teaching Foreign-Language Skills
A New Curriculum for New Purposes
To prepare for the new surge of interest in foreign languages which is rising across the country, classroom teaching needs to be upgraded. However, with the same old content this will not be sufficient. Five directions foreign language programs can take are outlined with recommendations for classrom teaching: linking foreign languages with international studies; teaching language for career purposes; for intercommunity understanding; for an insig…
Interactive Language Teaching
Psychology (13 works) · Foreign language (11 works) · Linguistics (11 works) · Mathematics education (11 works) · Philosophy (11 works) · Second Language Learning and Teaching (11 works) · Pedagogy (8 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works) · Sociology (6 works)