Static, Dynamic, and Relational Perspectives Suggested in Words and Phrases

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. Foreword VII
4. Introduction IX
5. Contents XIII
6. Tabula Gratulatoria XIX
7. Biographical Notes XXXIII
8. Publications of Robert Lado XXXIX
9. I. Language Teaching
10. ‘Errors’ and the Teaching of English 3
11. Educated Spoken Arabic 15
12. Case Grammar Applied to the Teaching of English 23
13. The Lado Legacy 33
14. The Teacher's Role as Organizer of Classroom Activities 43
15. Lado's Influence in Brazil 55
16. On the Use of ‘Valence’ in Foreign Language Teaching 63
17. The Teaching of French in India 73
18. Teaching Language for Communication in Taiwan 85
19. Patterns in the Organization of Teacher Training 95
20. Memory and the Language Laboratory 105
21. II. Bilingualism
22. Linguistics and Bilingual Education 115
23. The Uses of Adversity are Sweet 123
24. III. Language Testing
25. In the Beginning was Lado. The European Certificate Program 137
26. Testing, Standards, and the Curriculum 149
27. IV. Contrastive Analysis
28. Translation Across Cultures 159
29. Language Teaching for Inter-Cultural Communication 165
30. Comparing Apologies Across Languages 175
31. Contrastive Analysis, Modistae, and Case Grammar 185
32. Contrastive Analysis 199
33. Robert Lado and Contrastive Linguistics 209
34. From the Sapir-Whorf Hypothesis to Cultural Semiotics 215
35. Application of Contrastive Procedures to Gothic 223
36. Translation Across Languages or Across Cultures? 231
37. A Comparison of the Phonemic Systems of Spanish and Tagalog 241
38. Language Processes in Contrast 253
39. V. Language Acquisition and Performance
40. Several Languages – One Competence? 263
41. Learning from Learners 277
42. Linguistic and Communicative competence and Conversational performance in English as a Second Language 291
43. The Fifth Skill 303
44. Visual and Auditory Orientations to Language learning 315
45. The Four Basic Language Skills 321
46. Relevance of the Concept of Linguistic Competence to Foreign Language Learning and Acquisition 329
47. VI. Language, Thought, and Meaning
48. Some Aspects of Referential Clustering and Lexical Meaning 345
49. Meaning and the Idiolect 353
50. On the Interrelation of Language and Thought 361
51. Leibniz as a Linguist 375
52. Thought Without Language 387
53. VII. Linguistic and Literary Analysis
54. The Language of the Age 399
55. Phonemics Thirty Years After 409
56. Notes on the Treatment of Syntax in the Grammatical Tradition 415
57. The Rhythm of English Sentences 421
58. The Influence of the Lexicon and Semantic Content in the Perception of English Phonemes 433
59. Static, Dynamic, and Relational Perspectives Suggested in Words and Phrases 447
60. Intonation and Topic in Portuguese 453
61. A Linguistic Appreciation of a Poem by A. E. Housman 465
62. A Comparison of Oral and Written Language Functions 471
63. VIII. Lexical and Terminological Studies
64. Lexical Patterns in a Text and Interpretation 483
65. Nahuatlisms in Mexican Spanish 491
66. A Sociosemiotic Approach to Lexicography 497
67. On the Origin of the Term ‘Psycholinguistics’ 505
68. Semantic Periodicity 515
69. IX. Language Policy and Language Planning
70. Tesol 531
71. Second Language Teaching and Learning in Cameroon Today and Tomorrow 539
72. The Societal Basis of the Intergenerational Continuity of Additional Languages 551
73. Language and Development 559
74. Lexicography and Language Planning 571
75. The Filipino People and English 581
76. A Research Agenda for the Profession 595
77. The Role of New Guinea Pidgin (TOK PISIN) in the Changing Culture of Papua New Guinea 605