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R. Glaser (1966)
Teaching Machines and Programed Learning, II: Data and DirectionsAAUP Bulletin, 52
(1961)
Abilities of First Grade Pupils to Learn Mathematics in Terms of Algebraic Structures
J. Mcneil, E. Keislar (1963)
VALUE OF THE ORAL RESPONSE IN BEGINNING READING: AN EXPERIMENTAL STUDY USING PROGRAMMED INSTRUCTION*British Journal of Educational Psychology, 33
H. Lane (1964)
PROGRAMMED LEARNING OF A SECOND LANGUAGE, 2
(1965)
Sequence of Discrimination and Differentiation Training in the Early Primary Grades
L. Mace (1966)
Sequence of vocal response-differentiation training and auditory stimulus-discrimination training in beginning French.Journal of educational psychology, 57 2
J. Stanley, J. Krumboltz (1965)
Learning and the educational process
(1965)
Sequence of Listening and Speaking in Beginning French
Nelson Brooks (1961)
Language and Language Learning: Theory and PracticeTESOL Quarterly, 1
(1961)
Abilities of First Grade Pupils to Learn Mathematics in Terms of Algebraic Structures. Los Angeles, University of California
M. Wittrock, E. Keislar, C. Stern (1964)
Verbal cues in concept identification.Journal of Educational Psychology, 55
(1965)
Sequence of Listening and Speaking in Beginning French." Learning and the Educational Process. (Edited by John Krumboltz
SEQUENC E OF SPEAKING AN D LISTENING TRAININ G IN BEGINNING FRENCH: A REPLICATIO N EXPERIMENT* EVAN R. KEISLAR, CAROLYN STERN and LAWRENC E MACE University of California, Los Angeles The relation of speaking and listening in second language acquisition has not been clarified. Some writers maintain that the child should first listen to a foreign language so as to be able to distinguish the sounds before beginning to speak utterances in the new language (e.g. Brooks, 1960). On the other hand, Lane (1964) has presented evidence to suggest tha t the child should begin by speaking the language in order to facilitate more careful discrimination among the sounds. Keislar and Mace (1965) have indicated that, since many different definitions of listening and speaking are used, the problem should be defined in terms of tasks which clearly specify the instructions, the stimulus and the response re quired. Mace (1966) conducted a study with primary children in which he attempted to throw some light on certain aspects of this problem. In his investigation he had four groups who were given fifteen minutes of French instruction each day for two weeks. One group was taught, during the first week, to speak
American Educational Research Journal – SAGE
Published: Jun 23, 2016
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