- Volume
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: set ISBN 9780415251945
Description
Following on from Foundations of Foreign Language Teaching, this set charts the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the Twentieth Century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition.
The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Table of Contents
Volume 1: Linguistic Foundations
Volume 2: Early Years of Reform
Volume 3: Germany and France
Volume 4: Britain and Scandinavia
Volume 5: Bibliographies and Overviews
- Volume
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v. 1 ISBN 9780415251952
Description
This volume forms part of a five volume set charting the progress of the nineteenth century movement which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition.
The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Table of Contents
1. Henry Sweet (1877) A Handbook of Phonetics, Including a Popular Exposition of the Principles of Spelling Reform (Macmillan for the Clarendon Press) 2. Wilhelm Vietor (1880) 'Die Wissenschaftliche Crammatik und der Englisch Unterricht' ( Englische Studien) 3. Paul Passy (1887/1906) Les sons du francois: leur combinaison, leur representation, 6th Edition (Association Phonetique Internationale)
- Volume
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v. 2 ISBN 9780415251969
Description
This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition.
The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Table of Contents
1. A. Sayce (1879) 'How to Learn a Language' (Nature) 2. Wilhelm Vietor (1882/1883) Der Sprachenterricht mus umkehren! Ein Beitrag zur Uberburdungsfrage, 2nd Edition (Heilbronn: Henninger) 3. Karl Kun (1882/1883) Zur Methode des franzosische Klassenunterricht. Ein Beitrag zur Reform des Sprachenterrichts und zur UberbUrdungsfrage, 2nd Edition (Wiesbaden: Bergmann) 4. F. Franke (1884/1896) Die praktische Spracherlernung auf Grund der Psychologie und der Physiologie der Sprache Dargestellt, 3rd Edition (Leipzig: Reisland) 5. Henry Sweet (1884) 'On the Practical Study of Language', Part of the Programme Relating to the Thirteenth Address of the President, to the Philological Society (Transactions of the Philological Society) 6. Henry Sweet (1885/1904) Elementarbuch des gesprochenen Englisch (Grammatik, Texte und Glossar Clarendon Press & Leipzig: Tauchnitz) 7. H. Klinghardt (1885) 'Die Lautpsychologie in der Schule,' (Englische Studien) 8. Dhi Fonetik Titcer, 'Volume 1' (1886-1887) 9. Paul Passy (1887) Le phonetisme au congres philologique de Stockholm en 1886. Rapport presente au ministre de l'instruction publique (Delagrave & Hachette) 10. Otto Jespersen (1887) 'Der neue Sprachunterricht' (Englische Studien)
- Volume
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v. 3 ISBN 9780415251976
Description
This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition.
The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Table of Contents
1. A. Rhode (1887) 'Bericht uber die Verhandlungen des ersten allgemeinen Neuphilologen tages zu Hannover' (Englische Studien) 2. H. Klinghardt (1888) Ein Jahr Erfahrungen mit der neuen Methode (Marburg: Elwert'sche Verlag) 3. Max Walter (1888) Der Franzosische Klassenunterricht auf der unterstufe. Entwurf eines Lehplans (Marburg: Elwert) 4. Wilhelm Munch (1892) Zur Forderung des franzozischen Unterrichts (Heilbronn: Henninger) 5. Mary Brebner (1898) The Method of Teaching Modern Languages in Germany (Clay) 6. M. Breal (1893) De l'enseignement des langues vivantes. Conferences faites aux etudiants en lettres de la Sorbonne (Hachette) 7. Le Maatre Phone tique (1897) 8. Paul Passy (1899) De la methode directe dans l'enseignement des langues vivantes (Colin)
- Volume
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v. 4 ISBN 9780415251983
Description
This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition.
The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Table of Contents
1. W. H. Widgery (1888) The Teaching of Languages in Schools (London: Nutt.) 2. W. H. Widgery (1890) 'Class teaching of phonetics as a preparation for the pronunciation of foreign languages' (The Educational Times) 3. Stuart W. MacGowan (1891) 'The reading-book as the centre of instruction in teaching a foreign language' (Phonetische Studien) 4. W. Vietor (1891) 'Dritte Jahresversammlung der Teachers' Guild und erster Englischer neuphilologentag in Cheltenham' (Phonetische Studien) 5. Stuart W. MacGowan (1893) 'Modern Language Association' (Die Neueren Sprachen) 6. Stuart W. MacGowan (1893) 'The relative educational value of ancient and modern languages' (Die Neueren Sprachen) 7. Henry Sweet (1899) The Practical Study of Languages: A Guide for Teachers and Learners (Dent) 8. F. Palmgren (1887) 'Verhandlungen zur Reform des Sprachunterrichts auf der dritten Nordischen Philologenversammlung zu Stockholm (10-13 August 1886)' (Englische Studien) 9. 'Congres philologique scandinave' (1892) (Le Maitre Phonetique) 10. Otto Jesperson (1904) How to Teach a Foreign Language (Swan Sonnenschein and Macmillan)
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v. 5 ISBN 9780415251990
Description
This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition.
The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Table of Contents
1. Hermann Breymann (1895) Die neusprachliche reform-Literatur von 1876-1893: Eine bibliographisch-kritische Ubersicht (Deichert) 2. Hermann Breymann (1900) Die neusprachliche Reform-Literatur von 1894-1899: Eine bibliographisch-kritische Ubersicht (Deichert) 3. W. Vietor (1902) Die Methodik des neusprachlichen Unterrichts: ein geschichtlicher Uberblick in vier Vortragen (Teubner) 4. Leopold Bahlsen (1903/1905) The Teaching of Modern Languages (Ginn)
by "Nielsen BookData"
