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This electronic book covers the basics of language teaching
as well as the particulars of teaching French. Originally published
in 1993 by the National Textbook Company, this book, now out of print
with NTC, has been updated and reprinted electronically with permission
of the author by the Agora Publishing Group. Download
free copy here.
This .pdf document is readable using Adobe
Acrobat Reader. The reader, which operates as either a browser plug-in
or independently, is free from Adobe. In this format you can either
print out the entire book or the sections of interest. By viewing it
on the computer, you can search on keywords or phrases through the entire
book using Acrobat's search functions, a wonderful supplement to the
book's index.
TEACHING FRENCH: A PRACTICAL GUIDE, Third Edition
Table of Contents
- I COMMUNICATING
- Processes in learning to communicate
- 1. Structured interaction
- Opposing views on development of speaking
- Differences between spoken and written French
- Effects of position of stress
- Style of language
- Bridging activities
- Supplying student with a basic corpus
- Object centered; melody and rhythm centered; verb centered;
- situation centered
- Dialogue construction and adaptation
- Grammar-demonstration dialogues; conversation-facilitation dialogues;
- spiral dialogues; cultural contrasts in dialogues; checklist
for original
- or rewritten dialogues
- Dialogue exploitation
- Dialogue memorization; ways of presenting dialogue; directed
dialogue;
- chain dialogue; dialogue as a culminating activity
- Cummings device
- Oral reports
- Situation tapes
- xii Contents
- 2. Autonomous interaction
- Categories of language use
- Social relations; expressing reactions; hiding intentions; talking
one's way out of trouble; seeking and giving information; learning
or teaching how to do or make something; conversing over the telephone;
problem solving; discussing ideas; playing with language; acting
out social roles; entertaining; displaying achievements; sharing
leisure activities
- Perfectionnement, not perfection
- Correction of errors; level of correct speech; the SI line;
individual differences; the teacher
- 3. Listening
- Models of listening processes
- The uncertainties of a spoken message
- Edited and unedited materials; recognition uncertainties
- The active process of constructing a message
- Perceiving a systematic message; imposing a structure;
- recirculating, selecting, recoding for storage
- Strategies of perceptual segmentation
- Semantic-syntactic decoding; aural recognition vocabulary
- Macro or micro?
- Assessment of macro-language use; assessment of micro-language
- learning; designing multiple-choice items
- Chart of listening comprehension activities
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- 4. Oral practice for the learning of grammar
- Deductive or inductive
- Oral exercises
- Traditional types of exercises
- Grammar-translation type; fill-in-the blank; replacement
- More recently developed oral practice exercises
- Pattern drill; substitution tables
- Limitations of oral exercises
- Six groups of oral exercises
- Repetition or presentation drills; substitution drills; conversion
drills; sentence modifications; response drills; translation drills
- Contents xiii
- 5. Teaching the sound system
- Understanding descriptions of phonological systems
- Languages change: phonemes in modern French
- Languages contrast: differences between French and English
- Articulatory descriptions and empirical recommendations
- Teaching French r
- Sounds as a system
- Incorrect production of final l; consonant anticipation
- Aural discrimination
- Production
- Introduction of sound system; early teaching of sound system;
- stages of intensive practice; what degree of perfection in early
- stages?
- Phon?tique corrective
- Remedial production exercises; sample pronunciation checklist
- Evaluation passage
Founder of “Five
Flowers” to simple and comfortable in the 1940s.
This is perhaps the earliest modern casual wear.
- II THE WRITTEN WORD
- 6. Reading I: purposes and procedures
- Reading for information
- Reading of informal material
- Fluent direct reading
- Literary analysis
- Translation
- Lexical, structural, and social-cultural meaning
- Word counts and frequency lists
- How an unfamiliar text appears to a student
- Six stages of reading development
- Stage One: Introduction to reading
- Materials for Stage One
- Stage Two: Familiarization
- Materials for Stage Two
- Stage Three: Acquiring reading techniques
- Materials for Stage Three
- 7. Reading II: from dependence to independence
- Stage Four: Practice
- Materials for Stage Four
- Stage Five: Expansion
- Materials for Stage Five
- xiv Contents
- Stage Six: Autonomy
- Ordering the reading lesson
- Assisting and assessing reading comprehension
- Building and maintaining vocabulary
- Integrating the language skills at Stages Three to Five
- Improving reading speed
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8. Writing and written exercises I: the nuts and bolts
- What is writing?
- Writing down
- Copying; reproduction; focusing on spelling and accents;
- learning number conventions; proofreading
- Writing in the language
- Presenting the grammar; grammatical terminology; how do
- written exercises differ from oral practice?; cognitive exercises;
- multiple-choice; fill-in-the-blank; cloze procedure;
- Rosetta procedure; learning from living language; grammar
- and writing skill
9. Writing and written exercises II: flexibility and expression
- Production: flexibility measures
- Conversions and restatements; sentence modification; practice
- in types of sentences; combinations; contractions;
- expansions; the idea frame; integrated language activities
- within an idea frame; styles of writing
- Expressive writing or composition
- Normal purposes of writing; writing as a craft; correcting
- and evaluating; scoring systems
- Translation
- As a teaching/learning device; as a specialized study; version,
- 301; th?me; exploring the dictionary; exploring the grammar
- Contents xv
- III ACROSS MODALITIES
- 10. Testing and assessment
- Testing as a learning experience
- The influence of testing on the curriculum and classroom teaching
- Testing and the objectives of the course
- Situations of utterances
- Discrete-point and integrative testing
- Proficiency-oriented testing
- Applying the guidelines
- Testing communication: the oral interview
- Listening comprehension
- Reading comprehension
- Grammar and vocabulary
- Writing
- Testing specific areas (reference list)
- 11. Ten principles of interactive language learning and teaching
- Epilogue, 356
- Suggested assignments and projects
- Appendix A: ACTFL Provisional Proficiency Guidelines, French descriptions
- Appendix B: The Five C's: Standards for Foreign Language Learning
- Notes
- General bibliography
- Supplemental bibliography
- Index
- Terms and conditions for use of this book (Please read before
using this book)
- Purchasing Information for this book
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