Teaching Imperatives in Context
Bibliographic Data
| ID | 10818337 |
|---|---|
| Authors | Patricia L McEldowney (corresponding author) |
| Year | 1975 |
| Volume | 9 |
| Issue | 2 |
| Pages | 137 |
| Publication date | 1975-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3585480 |
| OpenAlex | W2065086517 |
| Language | EN |
| Citations received | 3 |
one should never be isolated from the other in mechanical drills. Three main contexts for teaching seem to exist-positional/directional instructions, connected sets of instructions and reasoned instructions. In each area, aids should be used in such a way that they do not render verbal communication unnecessary, and adequate experience of each language skill should be integrated so that each piece of material has a receptive stage (listening and/or writing) and a following productive stage (speaking and/or writing). Four overlapping lines of development should be controlled so that a move from positional/directional through connected sets of instructions to reasoned instructions should be carefully integrated for any one course with a move from core to sophisticated instructions, pure instructions to combinations with other language functions, and receptive to productive work with instructions
Archaeology · Context (archaeology) · Epistemology · Linguistics · Pedagogy · Sociology · Engineering and Information Technology · History · Philosophy · Psychology
| Citations per year | 0.06 |
|---|---|
| Citation span | 1977 - 1978 (2) |
| Highly cited | No |