Teaching English as a Foreign Language, Second Edition

see also tests
false beginners, 183, 192
false friends, 94
field of discourse, 32
film, 42, 83, 98
film strips, 42
flannel graph, 42
flashcard, flashboard, 64, 99, 202
FLES see Foreign Languages in
the Elementary School
fluency, 76, 77, 80, 84, 118, 130,
139, 140, 149, 158, 172,
175, 183, 188; see also
accuracy
folk etymology, 94
foreign languages, 9, 10, 169, 170,
173, 180
Foreign Languages in the Elemen-
tary School (FLES), 167,
172, 173
four skills, 22, 23, 149
frequency, 23
functions, functional English, see
language functions
games, 59, 60, 62, 87, 169, 170
grading, 36, 39–41, 60, 102, 121
grammar, 68, 141–3, 147, 176,
197
errors, 120, 138, 140, 185
and listening, 72, 73
patterns, structures, 70, 95,
133, 134, 169, 197, 204
and pronunciation, 55, 56, 62,
150
and reading, 95, 98, 102–5
and speaking, 76, 77
structuralist, 44, 149, 150, 153
as a system, 149–51, 153, 170,
191
traditional, 20–2, 39, 149
transformational, transform-
ational-generative, 41, 44
and writing, 119
see also language
group work, 82–4, 106, 170, 171,
178, 180–2
advantages and disadvantages
of, 170, 171, 180, 181
examples of, 13, 14, 16–19,
181, 182
follow-up with whole class, 18,
19, 83, 106
mixed ability vs streamed, 22,
182, 189, 190
and reading, 91
teacher’s role, 13, 18, 121, 128,
141, 181, 189, 190
and writing, 127, 128, 141

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Index
244
habit-formation, 44, 45, 49, 59
head of department, 145, 175,
184, 186, 201, 202, 206,
208–10
higher education, see English at
tertiary level
homonyms, 61
idioms, 23, 45, 72, 198
imitation, 58–60, 66, 169
individualised learning, 22, 71,
107, 141, 142, 182, 189
Institute of Linguists, 194
interaction, 65, 77, 116, 149, 180,
184, 204
nature of participants in, 31
group, 38
social, 22, 30
teacher-pupil, 12, 84, 85, 87,
106, 193
interference from mother tongue,
60, 61, 135, 137, 168; see
also contrastive analysis
intonation, 53–6, 61, 68, 150, 199
language:animal vs human, 25, 26
and divisions of reality, 28–30
features of, 26, 149, 150, 188
form, 151; and communicative
function, 40, 41; and read-
ing, 90, 91
functions, 9, 34, 40, 41, 169,
192
nature of language activity, 22,
23, 149, 150
notions, 9, 34, 40, 41, 134,
142, 143, 192, 204
productivity of, 26
public and private, 8, 9, 116,
180
as rule-governed behaviour, 45,
149
semantic properties of, 26
structural complexity of, 26,
149, 150
techniques to indicate social
status, 33
theories of, 149–54, 188
and thought, 27–30
use, 22, 23, 30, 142, 154–8,
188
see also grammar
language acquisition, see language
learning
Language Acquisition Device
(LAD), 26, 44
language laboratory, 71, 142, 189
language learning, 44, 45, 117,
120, 134–6, 158, 168
behaviourist theories of, 44, 45,
134, 135
mentalist, rationalist theories
of, 44, 45, 135, 136
language lesson, 177–82; see also
lesson plan
aims of, 178
planning, preparation for, 38,
46, 70, 71, 84, 140, 177,
178, 180
practice stage of, 44–7, 77, 78,
82, 140, 142, 172
presentation stage of, 44–7, 77,
78
language-like behaviour, 39
language planning policy, 2, 3, 7
language teaching:appropriacy of,
175–7, 193
basic principles of, 37–47, 114,
205
communicative, 43, 76, 154–8
disciplines contributing to, 37–9
organisation of, 175–82, 184,
185, 189, 203–9
structural approach to, 39
theory and practice of, 37, 133,
170, 183
and a theory of language, 39–
43, 149–57
and a theory of language learn-
ing, 44–7
lesson plans, planning, 38, 46,
177–9; see also language
lesson
lexical set, 69, 142, 171
lexis, 176, 190, 191, 197
child’s learning of, 169, 171
and error, 134, 137, 138, 140,
142

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