Tzventieth Century Modern Language Teaching—Sources and ReadingsTzventieth Century Modern Language Teaching—Sources and Readings. Edited by Maxim Newmark, Ph.D., with an Introduction by Nicholas Murray Butler. New York, The Philosophical Library, 1948; 723 pages.

1948 ◽  
Vol 5 (1) ◽  
pp. 49-50
Author(s):  
J. G. Andison
Keyword(s):  
New York ◽  
Language Teaching ◽  
Modern Language

scholarly journals Reading and writing

2005 ◽  
Vol 38 (1) ◽  
pp. 34-38 ◽  
Keyword(s):  
New York ◽  
Hong Kong ◽  
Reading Comprehension ◽  
Language Teaching ◽  
Reading Research ◽  
Modern Language ◽  
Research Perspectives ◽  
Teaching Research ◽  
Computers And Composition ◽  
Modern Language Journal

05–63Brantmeier, Cindy (Washington U, USA; [email protected]). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.05–64Fisher, R (U of Exeter, UK; [email protected]). Teacher–child interaction in the teaching of reading: a review of research perspectives over twenty-five years. Journal of Research in Reading (Oxford, UK) 28.1 (2005), 15–27.05–65Fukkink, Ruben G., Hulstijn, Jan & Simis, Annegien (U of Amsterdam, The Netherlands; [email protected]). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 54–75.05–66Jewitt, Carey (Institute of Education, U of London), Jones, Ken & Kress, Gunther. English in classrooms: only write down what you need to know: annotation for what?English in Education (Sheffield, UK) 39.1 (2005), 5–18.05–67Kapitze, C. & Bruce, B. C. (Brisbane, Australia; [email protected]). The arobase in the libr@ry: new political economies of children's literature and literacies. Computers and Composition (New York, USA) 22.1 (2005), 69–78.05–68Kress, Gunter (U of London, UK; [email protected]). Gains and losses: new forms of texts, knowledge, and learning. Computers and Composition (New York, USA) 22.1 (2005), 5–22.05–69McCarthey, Sarah J. & Earnest García, Georgia (U of Illinois at Urbana-Champaign, USA). English language learners' writing practices and attitudes. Written Communication (London, UK) 22.1 (2005), 36–75.05–70Menon, Shailaja (U of Colorado, Boulder, USA; [email protected]) & Hiebert, Elfrieda H. A comparison of first graders' reading with little books or literature-based basal anthologies. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 12–38.05–71Petric B. (Central European U, Budapest, Hungary). Contrastive rhetoric in the writing classroom: a case study. English for Specific Purposes (Oxford, UK) 24.2 (2004), 213–228.05–72Ramachandran, Subhadra (York U, Canada). Integrating new technologies into language teaching: two activities for an EAP classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 79–89.05–73Rollinson, P. ([email protected]). Using peer feedback in the ESL writing class. ELT Journal (Oxford, UK) 59.1 (2005), 23–30.05–74Rubin, Bella (Tel Aviv U, Israel; [email protected]), Katznelson, Helen & Perpignan, Hadara. Learning for life: the potential of academic writing courses for individual EFL learners. System (Oxford, UK) 33.1 (2005), 17–27.05–75Scherff, Lisa (U of Tennessee, USA) & Piazza, Carolyn. The more things change, the more they stay the same: a survey of high school students' writing experiences. Research in the Teaching of English (Urbana, IL USA) 39.3 (2005), 271–304.05–76Schmidt, Claudia (Albert-Ludwig-U, Freiburg, Germany). Wörter lemen durch Lesen: eine empirische Untersuchung zum Strategieeinsatz des indirekten Lemens bei fortgeschrittenen japanischen DaF-Lernem/-innen [Learning words through reading. An empirical investigation into strategies of incidental learning-the case of Japanese advanced learners of German as a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 72–82.05–77Shapiro, Amy M. & Waters, Dusty L. (U of Massachusetts, Dartmouth, USA; [email protected]). An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Teaching Research (London, UK) 9.2 (2005) 129–146.05–78Taylor, Barbara M. (U of Minnesota, Minneapolis, USA; [email protected]), Pearson, P. David, Peterson, Debra S. & Rodriguez, Michael C. The CIERA School Change Framework: an evidence-based approach to professional development and school reading improvement. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 40–69.05–79Wong, Albert, T. Y. (Hong Kong U, Hong Kong; [email protected]). Writers' mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed. System (Oxford, UK) 33.1 (2005), 29–47.05–80Zhang, Ruwen (Zhejiang U of Finance and Economics, China; [email protected]). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research (London, UK) 8.3 (2004), 331–345.

Quelques Livres Sur L’enseignement Des Langues Vivantes; Didactique Des Langues Vivantes; Language and Language Learning; How to Teach Foreign Languages Effectively; Audio-Visual Techniques in Teaching Foreign Languages; Audio-Visual Techniques in Teaching Foreign Languages; The Language Laboratory and Modern Language Teaching; Teaching French: An Introduction to Applied Linguistics; The Teaching of Modern Languages; Learning Modern Languages; A Language Teacher’s Guide; Teaching a Modern Language; How to Teach a Foreign Language; Modern Languages for Modern Schools; Twentieth Century Modern Language Teaching; Planning the Modern Language LessonQuelques Livres sur L’Enseignement des Langues Vivantes (Pour avoir une liste plus complète, prière d’envoyer une longue enveloppe timbrée et 10 cents pour le papier, etc.)Didactique des Langues Vivantes - Fr. Closset. Didier, 1953.Language and Language Learning, Theory and Practice - Nelson Brooks. Gage, I960.How to Teach Foreign Languages Effectively - T. Huebener. New York University Press, 1959.Audio-Visual Techniques in Teaching Foreign Languages - Huebener. New York University Press, 1960.The Language Laboratory and Modern Language Teaching - E. M. Stack. Oxford University Press, 1960.Teaching French: An Introduction to Applied Linguistics - R. L. Politzer. Ginn, 1960.The Teaching of Modern Languages — The University of London Press, 1956.Learning Modern Languages - F. M. Hodgson. Routledge & Kegan Paul, 1955.A Language Teacher’s Guide - E. Méras. Harper, 1954 and 1962.Teaching a Modern Language - V. Mallinson. W. Heinemann Ltd., Toronto, 1953.How to Teach a Foreign Language - O. Jespersen. Allen & Unwin Ltd., 1917.Modern Languages for Modern Schools - W. V. Kaulfers. McGraw Hill, Toronto, 1942.Twentieth Century Modern Language Teaching - Edited by M. Newmark. The Philosophical Library, N.Y., 1948.Planning the Modern Language Lesson - W. H. Rice (Editor). Syracuse University Press, 1946.

1963 ◽  
Vol 19 (4) ◽  
pp. 44-44
Author(s):  
Sadie M. Boyles
Keyword(s):  
New York ◽  
Twentieth Century ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
New York University ◽  
Language Laboratory ◽  
Modern Language

Reading in Modern Language Study

PMLA ◽  
1890 ◽  
Vol 5 (2) ◽  
pp. 33-46
Author(s):  
Edward S. Joynes
Keyword(s):  
Language Teaching ◽  
Professional Activity ◽  
Modern Language ◽  
Individual Work ◽  
Language Study

It is with extreme diffidence that I offer to read a paper before this Association. My own teaching is done under conditions of such disadvantage—with students so poorly prepared, and with results so unsatisfactory—that I cannot but feel how presumptuous it would be in me to attempt here to teach those who themselves teach under so much happier conditions and to so much better purpose than I can do. My sole apology might be an experience which, covering now three decades of language teaching, has passed through many phases both of our professional activity at large and of my own individual work. But these phases, for myself personally, have been rather renewals of effort and of disappointment than landmarks of progress or of triumph; and this experience, if I could recount it, might serve rather as a warning than as an example. So that it is as a seeker rather than as a giver that I come, to share my counsel with my more favored brethren; in order that by the confession of my own shortcomings, and especially by the criticism and discussion which this paper may elicit, I may be helped —and so perchance may help others—to find “the better way.”

Modern Language Teaching in Australian Universities

1989 ◽  
Vol 8 (2) ◽  
pp. 129-146 ◽  
Author(s):  
John A. Bowden ◽  
Christopher D. Starrs ◽  
Terence J. Quinn
Keyword(s):  
Language Teaching ◽  
Modern Language ◽  
Australian Universities
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