The study of phraseology is an advanced direction of teaching methods of Russian as a foreign language. Any non-native speaker embarking on a study of Russian is faced with the problems of understanding the phraseological units that the Russian language is replete with. Language learners experience particular difficulties when using phraseological…

This paper reports students' experiences of a coursework task in a Japanese linguistics course that embraces certain aspects of collaborative learning--aspects that are not practised widely in Japanese language learning situations. These involve the students looking at themselves as well as their fellow students as producers of knowledge and…

The purpose of this study is to analyze the perceptions of learners' blog use in a Linguistics course offered in an English Language Teaching program at one of the largest government universities in Turkey. A total of 71 students participated in the study. The students were asked to respond to several blog questions about the linguistics lectures…

This study presents an overall review of the paradigms that contribute to the making and development of functional human linguistics and communication skills and the teaching of language.

This study is concerned with an exploration of the politics of language with predominately white pre-service teachers through a linguistic activity. It is a continuous, joint effort of three teacher educators working at two universities. Different pedagogical emphases and data collection methods are used at these two universities to investigate…

This ethnographic, cross-cultural study used a dialogic, sociolinguistic framework to describe learning processes in portraits of three immersion summer camps in the eastern US. Using the data collection techniques of in-depth interviewing, participant observation and textual analysis, the study examined the process of second language learning and…

In its lifetime, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theoretical base. In the 20th century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was…

Report on the Course sponsored by the Institut fur deutsche Sprache (Institute for the German Language) and funded by the Volkswagen Foundation. (RS)

Linguistic behavior should be thought of as action-in-life rather than as expression of prior mental activity. (JH)

Outlines the principle teaching methodologies to come out of Great Britain in the last 15 years and their recommendations for teaching literature. Although six different approaches are described, all place emphasis on the importance of linguistics as a tool in appreciating and gaining an in-depth understanding of literature. (LET)

This excerpt from a book describes the development of a sociolinguistics course taught by computer. Computer modules for the instruction of phonology were used by students. Social implications of language use were explored through field work and term papers. (SW)

If we want monority students to be able to speak out effectively for their rights, we must teach them, without destroying their own voices, to use language that cannot be labeled substandard. (JH)

Linguistics has developed as an isolated discipline, while language has historically been the central subject of education. Linguistics need to begin contributing to the general understanding of language by developing courses for the non-specialist. A course conducted by the author for non-majors is outlined. The title of the course was…

Offers a review of various veins of thought related to writing instruction such as traditional grammar and rhetoric, discourse processes and cognitive science, and discourse form and sociolinguistics. (SRT)

The author's purpose in this paper is to survey what has been done in 1969 in the field of TESL as it shows itself in published and unpublished literature, research activities and other information sources, and to identify educationally significant trends, topics and needs. Not intended to be bibliographical (although it concludes with an 86-item…