内容

目次

Part 1 Language learning in the classroom: second language acquisitionthrough classroom communication/interaction (SLACC/I) and linguisticaccuracy; "new" and "old" in language teaching; theories, models andmethods; on second language proficiency; balance in language teachingand learning. Part 2 New views on familiar topics: language transferrevisited; on preventing the establishment of an interlanguage; a newway to look at student errors; the surface and deep correction oferrors; language teaching and the students' native language. Part 3Proposals and suggestions: how to teach languages with the two-conemodel - assumptions behind the cumulative mastery method; how to teachlanguages with the two-cone model - procedures of the cumulativemastery method; some suggestions for English as a remote language andEnglish as a local language; a total language teaching programme(TLTP); linguistics and "the real world" - towards more applicabletheories of language. Part 4 Broader implications: the broader meaningof the CAN/SLACC/I/"I" experience - conclusions. Appendices: results ofstandardized tests; a plea for (unbiased) research on second languageteaching.