Speaking in Many Tongues : Essays in Foreign-Language Teaching /
Wilga M. Rivers.
- 3rd ed.
- New York, NY : Cambridge University Press, 1983.
- xiii, 258 p. : cov. ill. ; 24 cm.
- Cambridge Language Teaching Library .
Includes bibliographical references (p. 243-249) and an index.
Preface 1. The view on the way up: a wider perspective 2. Educational goals: the foreign-language teacher's response 3. From skill acquisition to language control 4. If only I could remember it all! Facts and fiction about memory in language learning 5. Linguistic and psychological factors in speech perception and their implications for listening and reading materials 6. Reading fluently: extracting meaning for pleasure and profit 7. Motivating through classroom techniques 8. Teacher-student relations: coercion or cooperation? 9. Understanding the learner in the language laboratory 10. Testing and student learning 11. From the pyramid to the commune: the evolution of the foreign-language department 12. The revolution now: revitalizing the university language departments 13. Conservation and innovation: foreign languages in two-year undergraduate institutions 14. Students, teachers, and the future Appendix: ACTFL Provisional Proficiency Guidelines Abbreviations used in notes and bibliography Notes Bibliography Index
"Wilga M. Rivers is a leading authority on the theory and practice of language teaching. In this revised edition of her classic collection of essays, several new papers have been added, others dropped. All the articles have been significantly updated to reflect the author's view on issues of current concern to the language teaching profession. The articles are accompanied by thought-provoking discussion questions that will be valuable for teachers-in-training. Seasoned language teachers will also find these updated essays enormously useful. Professor Rivers deals with questions fundamental to the work of language teachers, including educational goals for foreign-language teachers, linguistic and psychological factors in learning, motivation, teacher-student relations, and the need for basic change in the role of university and college language departments." (Book Cover)