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3 results on '"WATTS, RICHARD"'

1. Perspektiven der angewandten Linguistik (Perspectives in Applied Linguistics).

Author

Neuchatel Univ. (Switzerland). Inst. de Linguistique., Watts, Richard J., and Werlen, Iwar

Abstract

Articles in this issue include: "Complementarite et concurrence des politiques linguistiques au Canada: Le choix du medium d'instruction au Quebec et en Ontario" (The Complementarity and Competition of Language Policies in Canada: The Choice of Medium of Instruction in Quebec and Ontario) (Normand Labrie); "Presentation de la situation plurilingue dans l'administration federale: Un exemple de communication en entreprise" (Presentation of the Plurilingual Situation in the Federal Government: An Example of "Business Communication") (Sonia Weil); "Migration, Sprachkontakt und Ethnisierung: 'Deutsche sind nun einmal so.' Ethnisierung versus Kommunikationskultur und Mentalitat" (Migration, Language Contact, and Ethnicizations: "That's Just the Way Germans Are") (Erika Werlen);"Language and Gender as Applied Linguistics" (David Graddol, Joan Swann); "Imparfait, passe compose et passe simple en conflit: la guerre en Bosnie dans un numero de 'Liberation.' (Imperfect, Past Perfect and Simple Perfect in Conflict: The War in Bosnia in an Issue of "Liberation" (Marianne Kilani-Schoch, Nicolas Ischi); Der Stellenwert der Verstandlichkeit in einer Hierarchie der kommunikativen Werte von Gesetzen" (The Importance of Comprehensibility in a Hierarchy of Communicative Values of Legal Texts) (Andreas Lotscher); "'Hello. This is Sally's Answering Machine.' Deixis in Answerphone Messages" (Silvia Dingwall); "Verstandlichkeitsforschung--ein Thema fur die Angewandte Linguistik" (Research in Comprehensibility--a Topic for Applied Linguistics) (Bernd Ulrich Biere); "Schriftliches und mundliches Erzahlen in der Primarschule: Ein europaisches Forschungsprojekt; die monolinguale Entwicklung in der deutschen Schweiz" (Written and Oral Narratives in the Primary School: A European Research Project (Annelies Hacki Buhofer); "Die Hochdeutschproduction eines Zurcher Kindes im Einschulungsalter" (Standard German Performance of a Child Entering School in Zurich) (Hansjakob Schneider); "Machine Translation--A View from the Shop Floor" (Steve Lander); "Ubersetzen als wichtiger und vernachlassigter Teilbereich der angewandten Linguistik" (Translation as an Important and Neglected Area of Applied Linguistics) (Katrin Zuger); and Schriftliches und mundliches Erzahlen in der Primarschule: Schriftspracherwerb bei zweisprachigen Kindern in der deutschen Schweiz; eine Vorstudie" (Written and Oral Narration in the Primary School: Literacy Acquisition in Bilingual Children in German-Speaking Switzerland) (Mirjam Egli); "You Went by Train to Bern, ha?" English with the Swiss Federal Railway Company" (Christopher Hohl). Individual articles contain references.

Published
1995

2. Planning In-Service Training Courses: Institutional Constraints and Non-Native EFL Teachers' Perceptions.

Author

Watts, Richard J.

Abstract

It is argued that inservice training courses for language teachers are too often based on ad hoc notions of what the teacher needs and are oriented toward the interests of course organizers and/or authorities. English-as-a-Foreign-Language teaching in Switzerland is examined, and two sections of teacher-teacher discourse are analyzed. (Contains 18 references.) (Author/LB)

Published
1994

3. Erhebungen zum Englischunterricht an Schweizerischen Schulen: Ergebnisse einer Umfrage (Inquiry into English Instruction in Swiss Schools: Results of a Survey). CILA Bulletin, No. 25.

Author

Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland)., Watts, Richard J., and Wyler, Siegfri

Abstract

A survey was completed by 194 secondary school English teachers in Switzerland. Data indicate that: (1) a relatively small number of teachers have degrees from universities outside Switzerland; (2) the study of English generally does not begin until the age of 15; (3) the great majority of English classes meet for three or four hours a week; (4) the language laboratory is often utilized in beginning instruction, less often in advanced instruction; (5) attitudes toward the value of language laboratories vary greatly, indicating that a rethinking of laboratory pedogogy may be in order; (6) teachers prefer course books whose presentation is grammatically sound but lively and concise enough to maintain student interest; and (7) of the 80 teachers who claimed to subscribe to a school of linguistic theory, 42.2% associated themselves with Chomsky and 30.4% were identified as applied linguists. Data on course books and teaching aids are presented in tabular form. (JB)

Published
1977

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