Truly Foreign Languages
Instructional Challenges
Bibliographic Data
| ID | 9753318 |
|---|---|
| Authors | Eleanor Harz Jorden (corresponding author), A RONALD WALTON, Arthur Walton |
| Year | 1987 |
| Volume | 490 |
| Issue | 1 |
| Pages | 110-124 |
| Publication date | 1987-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0002716287490001008 |
| OpenAlex | W2150826716 |
| Language | EN |
| Citations received | 14 |
The teaching of a foreign language to any individual necessarily involves the bringing together of two languages and two cultures: the student's native language and culture—the base—and the language and culture being studied—the target. When these are in marked contrast, many special instructional challenges emerge. Students are confronted with totally unfamiliar linguistic patterns and cultural concepts, which require analysis that will be meaningful specifically to them. In the foreign language classroom, serious attention must be paid to the learners and their particular mind-set, through which they will inevitably filter the target language. A recommended approach to this pedagogical challenge is the use of a team of professionally trained instructors that includes targetnatives who, as authentic models of the target, actively and with linguistic sophistication, interact with the students in the target language—the act component—and base-natives, who concentrate on the analysis of the target—the fact component
Component (thermodynamics · Contrast (vision · Foreign language · Linguistics · Pedagogy · Set (abstract data type · Sociology · Sophistication · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Teaching Japanese
Developing multilingual pedagogies and research through language study and reflection
Impact of affective variables on Korean as a foreign language learners' oral achievement
A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension
Motivation and Language Learning with Students of Chinese 1
Gaining Place
Shall we delay teaching characters in teaching Chinese as a foreign language
To Delay or Not to Delay
Connections Between Teacher and Student Attitudes Regarding Script Choice in First‐Year Japanese Language Classrooms
Foreign Language Anxiety and Language Performance
The native speaker fallacy in a U.S. university Japanese and Chinese program
Affective Variables and a Less Commonly Taught Language
Chinese character education in Japan and South Korea
Teaching critical languages in public schools
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,39 |
| Citation span | 1990 - 2022 (33) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 14 |