LEADER 04566oam 2200709I 450 001 9910452571303321 005 20200520144314.0 010 $a1-280-77680-3 010 $a9786613687197 010 $a1-136-51067-2 010 $a0-203-14750-2 024 7 $a10.4324/9780203147504 035 $a(CKB)2550000000104249 035 $a(EBL)981646 035 $a(OCoLC)806206126 035 $a(SSID)ssj0000690830 035 $a(PQKBManifestationID)11448051 035 $a(PQKBTitleCode)TC0000690830 035 $a(PQKBWorkID)10628407 035 $a(PQKB)11421767 035 $a(MiAaPQ)EBC981646 035 $a(Au-PeEL)EBL981646 035 $a(CaPaEBR)ebr10572221 035 $a(CaONFJC)MIL368719 035 $a(OCoLC)802047552 035 $a(EXLCZ)992550000000104249 100 $a20180706e20121971 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLanguage and teaching $ea psychological view /$fPeter Herriot 210 1$aAbingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (123 p.) 225 1 $aRoutledge Library Editions: Education 300 $aFirst published in 1971 by Methuen & Co. Ltd. 311 $a0-415-75111-X 311 $a0-415-69486-8 320 $aIncludes bibliographical references and index. 327 $aCover; Language and Teaching; Copyright; Contents; Forward; 1. Communication; 1. Communication as a process; 2. Language and Teaching; 3. Factors affecting the success of communication; 2. Some Definitions; 1. The psychologist; 2. Language; 3. Thinking; 4. Language and thinking; 3. Language Behaviour as a Skill; 1. The nature of skill; 2. Phonological skill; 3. Grammatical skill; 4. Semantic skill; 5. Non-linguistic skill; 6. Linguistic skill; 4. Language Acquisition; 1. Productivity; 2. Phonological skill; 3. Grammatical skill; 4. Semantic skill; 5. An overview; 6. Implications 327 $a5. Language Deficit and Remediation1. Environmental deprivation - its nature; 2. Environmental deprivation - its causes; 3. Strategies of remediation; 4. Tactics of remediation; 5. Specific language deficit; 6. Language and Thinking; 1. Language and thinking; 2. Internalization; 3. Implications of internalization; 4. The development of thinking: operational thinking; 5. The development of thinking: concrete and formal operations; 6. The teacher's use of language to assist development of thinking; 7. Summary; 7. Language and Personal Development; 1. Nature of the self-concept 327 $a2. Development of the self-concept3. The self-concept in adolescence; 4. The development of attitudes and morality; 5. Language and the early development of the self-concept and attitudes; 6. Language and the systematization of the self-concept and attitudes; 8. Language and Social Development; 1. The development of social roles; 2. The developed skills of role-playing; 3. Language and the development of social roles; 4. Language and the developed skills of role-playing; 5. Implications for teaching; 6. Summary; 9. Language Behaviour in the Classroom; 1. Communication; 2. Regulation 327 $a3. Language and skilled reading4. Language and learning to read; 5. Language and writing; 6. Summary; 10. Psychological Background; 1. Psychological theory; 2. Some further reading; Bibliography; Gbssary and Index; Glossary; Index 330 $aLanguage is the basic means of communication in the classroom. It is therefore vital that teachers should know something about its acquisition, development, possible defects and the ways in which they may understand and develop its communicative powers.Peter Herriot describes the relationship with thinking, with personal and social development and its manifestations in the classroom. All this is described from the point of view of the psychologist and incorporates many of the findings of contemporaneous psychological research. But the author carefully avoids the jargon of psychology 410 0$aRoutledge library editions.$pEducation. 606 $aPsycholinguistics 606 $aSociolinguistics 606 $aInteraction analysis in education 608 $aElectronic books. 615 0$aPsycholinguistics. 615 0$aSociolinguistics. 615 0$aInteraction analysis in education. 676 $a401.9 700 $aHerriot$b Peter.$0159934 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452571303321 996 $aLanguage and teaching$92240593 997 $aUNINA