H. Francis Language in childhood: form and function in language learning. New York: St Martin's Press, 1975.

1977 ◽  
Vol 6 (3) ◽  
pp. 417-420
Author(s):  
Courtney B. Cazden
Keyword(s):  
New York ◽  
Language Learning ◽  
Form And Function ◽  
Childhood Form ◽  
And Function

Martin, John (1893–1985)

2018 ◽  
Author(s):  
Lynne Conner
Keyword(s):  
New York ◽  
Los Angeles ◽  
Social Research ◽  
The United States ◽  
Martha Graham ◽  
New School ◽  
Form And Function ◽  
American Modern Dance ◽  
The Times ◽  
And Function

One of the first full-time newspaper dance reviewers in the United States, John Martin wrote for The New York Times from 1927 to 1962 and was often referred to as the dean of American dance critics during his 35-year tenure. Martin used his bully pulpit at the Times to launch a discourse within the dance community surrounding the aesthetics of modernism in dance as well as to educate and rally a new audience. In the process he helped to establish dance reviewing as a specialized field of arts reporting and commentary and not just a subgenre of music criticism, as it had been treated before 1927. A vocal defender of the legitimacy of an American modern dance as defined by New York-based practitioners such as Martha Graham and Doris Humphrey, Martin was among the first theorists of it, outlining a poetics of its form and function while introducing a new vocabulary. His prolific output includes thousands of essays and reviews for the Times and other periodicals, seven books, and a series of highly influential lectures given at the New School for Social Research, Bennington School of the Dance, and in the latter part of his career at the University of California-Los Angeles.

Classifying conditionals: form and function

2003 ◽  
Vol 7 (2) ◽  
pp. 309-323 ◽  
Author(s):  
BARBARA DANCYGIER
Keyword(s):  
New York ◽  
Empirical Analysis ◽  
Form And Function ◽  
And Function

Renaat Declerck and Susan Reed, Conditionals: a comprehensive empirical analysis. Topics in English Linguistics 37. Berlin and New York: Mouton de Gruyter, 2001. Pp. xviii + 565. Hardback €98.00/sFr169/$108, ISBN 3 11 017144 9.

scholarly journals Combining Form and Function in Language Teaching: Teaching Grammar Communicatively

2018 ◽  
Vol 3 (1) ◽  
pp. 9-15
Author(s):  
Dony Marzuki
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Teaching Method ◽  
Language Teaching ◽  
Target Language ◽  
English As Second Language ◽  
Form And Function ◽  
And Function ◽  
Teaching Grammar

The ongoing debate concerning the best method to apply in language teaching, especially in English as Second Language andForeign Language context has been lasting for about forty years now. The first side of debaters is the supporters of form-focusedlanguage teaching method, and the other side is the supporters of function-focused method. In teaching practice, the form-focused methodviews teaching grammar and all its grammatical rules as an absolute requirement while the function-focused method believes thatacquiring good communicative skill in target language is the ultimate goal in second language learning.  Both sides claim that the methodthey use in the teaching practice as the best way to make learners acquire the target language well. Despite the advantages offered by eachmethod, some researchers, however, find out that each method is actually not free from weaknesses. By realizing the weakness of eachmethod, it seems rational for not standing on one method only in the language teaching practice. Perhaps, by combining the two methodsin the teaching practice, language teacher will gain advantages and omit weaknesses owned by each method. A new method can be formedby applying formal instruction in communicative activities.

Sign in / Sign up

Export Citation Format

Share Document