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Development of a Manipulation-Communication Scale [microform] / Clifford H. Prator
Bib ID 5210338
Format BookBook, MicroformMicroform, OnlineOnline
Author
Prator, Clifford H
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1969 
3 p. 
Summary

Teachers have been increasingly worried for more than a decade about the effectiveness of English as a second language instruction in the United States at the intermediate and advanced levels. This article investigates briefly the causes of this situation and suggests a theoretical guideline--a scale of manipulation and communication teaching techniques which would allow for a gradual and orderly transition from activities that emphasize the development of basic linguistic skills to activities designed to encourage the free communication of thought. Communicative classroom activities are defined as those that allow the student to find the words and structures he uses. Manipulative activities are those in which the student receives the words and structures from teacher, tape, or book. The movement from manipulation to communication does not have to be abrupt, and probably the shift should never be total, even in the most advanced classes. One result of the application of the scale, which would make use of Gurrey's classification of questions, might be a blurring of the sharp line separating language courses from literature courses. (AMM)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Advanced Students.  |  Classroom Techniques.  |  Pattern Drills (Language)  |  Reading Skills.  |  Teaching Methods.  |  Writing Skills.  |  Communication (Thought Transfer)  |  English (Second Language)  |  Language Instruction.
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