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close this bookLanguage Training - Reference Manual (Peace Corps, 1989, 333 p.)
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close this folderHow to use this manual
View the documentPurpose of the manual
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close this folderPart I : Language-learning theory
View the documentIntroduction
View the documentThe competency-based curriculum and communicative competence
View the documentThe natural approach to language acquisition
close this folderA model to explain why some learners become proficient and others don't
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View the documentExplanation of the model's terms
close this folderHow trainers can use the monitor model to increase communicative competence
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View the documentInput: how to choose content for optimal learning
View the documentThe filter: how to encourage positive attitudes in learners
View the documentLearning
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View the documentThe output
close this folderOverview of learning strategies and styles
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View the documentCognitive approaches
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View the documentIntegrating strategies and styles: summary
close this folderLanguage acquisition and the older learner
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View the documentWho is an older learner?
View the documentPhysical factors in older learners
View the documentAttitudes among older learners
View the documentStrategies, styles, and modes used by older learners
View the documentOut-of-classroom considerations
View the documentPart I References
View the documentPart I - List of recommended activities
close this folderPart II Methods
close this folderIntroduction
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View the documentSix considerations for evaluating methods
close this folderGrammar translation
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close this folderDirect method
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close this folderAudio-lingual method
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close this folderSuggestopedia
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close this folderTotal physical response
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close this folderSilent way
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close this folderCommunity language learning
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close this folderComprehension-based approach
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View the documentSummary of language-learning methods
View the documentPart II - References
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close this folderPart III How to develop and implement a competency-based curriculum
View the documentIntroduction
close this folderOverview of curriculum development process
View the documentWhat is a competency?
View the documentStages of curriculum design
close this folderAssessing learner needs
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View the documentStep one - Identify resources
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View the documentStep three - Conduct interviews
View the documentStep four - Write competencies
close this folderOrganizing input
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View the documentStep one - Write training objectives
View the documentStep two - Make a competency outline for each competency
View the documentStep three - Sequence and spiral
close this folderWriting lesson plans
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View the documentStep one - fit competencies and language skills into one-day instructional units (approximately four hours each)
View the documentStep two - select activities for lesson plan
View the documentStep three - Collect save and share materials
close this folderManaging the classroom
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View the documentForeign-language-related techniques
View the documentGeneral techniques
close this folderCompetency-based evaluation
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View the documentDaily assessment
View the documentAssessment of competency achievement
View the documentOral interview
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close this folderTaxonomy of teaching/learning techniques
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View the documentMode
View the documentMaterials
View the documentClass organization
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View the documentGlossary
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