Reading for Language Power

Bond, Otto F.

doi:10.1111/j.1540-4781.1926.tb02611.x

Cited by 4 publications

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“…Although the actual number of molecular compounds known to crystallise with Z 0 > 1 has increased largely in recent years, owing to the exponential increase in crystal structures being determined, the proportion of Z 0 > 1 structures in the Cambridge Structural Database (CSD) [3] has only slightly increased over the decades [2,4]; their relative amount is currently approximately 11%. Especially the number of known structures with Z 0 > 4 is still rather limited.…”

Section: Introductionmentioning

confidence: 99%

A Z′=6 crystal structure of (E)-N,N′-dicyclohexylacetamidine

Krasnopolski

Seidel

Goddard

et al. 2013

Journal of Molecular Structure

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Section: Introductionmentioning

confidence: 99%

A Z′=6 crystal structure of (E)-N,N′-dicyclohexylacetamidine

Krasnopolski

Seidel

Goddard

et al. 2013

Journal of Molecular Structure

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Extensive Reading Versus Intensive Reading in the Study of Modern Foreign Languages

Moore¹

1943

The Modern Language Journal

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Author's Summary.-A partial review of the literature in the field of exte lsive and intensive reading in modern foreign languages, together with an experiment designed to measure reading skill and vocabulary growth.) Review of the Literature and Statement of the ProblemINCE the publication of the Coleman Report (7) in 1929, teachers of S modern foreign languages have been submitting the objectives of their subject to a more careful scrutiny than ever before. C . A. Wheeler (20~352) in a very intensive investigation of the status of modern language work in the curriculum has found that about 57 per cent of those who begin the study of foreign language do not continue it for more than one year and that 83 per cent do not continue it for more than two years. The Modern Foreign Language Study, organized in 1924, undertook to formulate a tentative list of objectives (7: [15][16] and to endeavor to determine through a questionnaire to teachers and through testing the extent to which those objectives were being met. The list of aims as originally conceived is as follows:Progressive development : IMNEDIATE OBJECTIVES1. Of the power to read the foreign language. 2. Of the power to understand the foreign language when spoken. 3. Of the power to speak the language. 4. Of the power to write the language. (For a list of the ultimate objectives, see 7:16) Coleman (7: 110) reports that only a minority of the selected teachers consulted were of the opinion that a two-year course is long enough to enable as many as 50 per cent of their pupils to develop the ability to read and to write the language-and a still smaller minority in the case of ability to speak.The fact that the old four-fold aim is not being realized is hereby substantiated. The Modern Foreign Language Study, therefore, advances a revised formulation of aims which "may be expected to shape modern language instruction for a t least the next generation" (6: 38). These aims are (7: 107):OBJECTIVES OF THE FIRST Two YEARS IMMEDIATE OBJECTIVES Progressive development :1. Of the ability to read books, newspapers, and magazines in the modern language within the scope of the student's interests and intellectual powers.

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Materials, Techniques, and Research to Enhance the German Classroom

Rankin

2008

Die Unterrichtspraxis/Teaching German

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Reading for Language Power

Cited by 4 publications

References 0 publications

A Z′=6 crystal structure of (E)-N,N′-dicyclohexylacetamidine

A Z′=6 crystal structure of (E)-N,N′-dicyclohexylacetamidine

Extensive Reading Versus Intensive Reading in the Study of Modern Foreign Languages

Materials, Techniques, and Research to Enhance the German Classroom

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