New Directions and Changes for Teaching High School English as a Second Language in Puerto Rico: Ideas Derived from Transformational Grammar and Other Contemporary Readings.

Autor/in	Lugo, Mabel Erb. de
Titel	New Directions and Changes for Teaching High School English as a Second Language in Puerto Rico: Ideas Derived from Transformational Grammar and Other Contemporary Readings.
Quelle	(1972), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiolingual Methods; Bibliographies; Bilingualism; Educational Objectives; English Curriculum; English (Second Language); Instructional Materials; Language Instruction; Masters Theses; Program Evaluation; Psycholinguistics; Puerto Ricans; Second Language Learning; Secondary Schools; Semantics; Sociolinguistics; Spanish Speaking; Structural Grammar; Student Attitudes; Transformational Generative Grammar; Writing Skills + Suchen Sie Ihr Suchwort? Bilingualismus; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Programme evaluation; Programmevaluation; Psycholinguistik; Puerto Rican; Puerto-Ricaner; Zweitsprachenerwerb; Sekundarschule; Semantik; Soziolinguistik; Schülerverhalten; Generative Grammar; Generative Grammatik; Writing skill; Schreibfertigkeit
Abstract	This paper examines the important role of English in Puerto Rico and the present situation of Puerto Rico's English language program. The writer gives a brief historical background of linguistics and discusses recent theories of language acquisition and transformation generative grammar. Possible applications and implications of these theories for learning and teaching English as a second language are suggested. Numerous conclusions and recommendations are made for the improvement of the Puerto Rican English program, particularly at the secondary level. A comprehensive bibliography is also included. (HW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01