Second-language Studies and College-level Chinese-language Textbooks in the United States.(Bibliography)
China Review International, March, 2001 by Ning, Cynthia Y.
The interface between research and practice in foreign-language teaching has been a slippery slope. Studies in second-language acquisition (SLA) as often as not use a scientific, positivist methodology, first positing hypotheses and then testing for them by using experiments that, in order to target specific criteria, must so finely control the experimental environment that it ceases to resemble any real teaching context. As a result, most classroom foreign-language teachers (and textbook writers, who generally emerge from the ranks of classroom teachers) are hard-pressed to find the connection between SLA studies and the exigencies of the Monday morning language lesson. Add to this disconnect the further unhappy reality that SLA studies focus predominantly on European...
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