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Table of contents
ForewordVII
IntroductionIX
ContentsXIII
Tabula GratulatoriaXIX
Biographical NotesXXXIII
Publications of Robert LadoXXXIX
I. Language Teaching
‘Errors’ and the Teaching of English3 Educated Spoken Arabic: A Problem in Teaching Arabic as a Foreign Language15 Case Grammar Applied to the Teaching of English23 The Lado Legacy: Empathy in Applying Linguistics33 The Teacher's Role as Organizer of Classroom Activities: Thoughts in Appreciation of Robert Lado43 Lado's Influence in Brazil55 On the Use of ‘Valence’ in Foreign Language Teaching63 The Teaching of French in India: Past and Present73 Teaching Language for Communication in Taiwan85 Patterns in the Organization of Teacher Training95 Memory and the Language Laboratory105 II. Bilingualism
Linguistics and Bilingual Education115 The Uses of Adversity are Sweet: The Cubans and the Rebirth of Bilingual Education in the United States123 III. Language Testing
In the Beginning was Lado. The European Certificate Program: Origins and Development of Language Tests in Adult Education 1965-1985137 Testing, Standards, and the Curriculum: Through the Backdoor149 IV. Contrastive Analysis: Linguistic and Cultural
Translation Across Cultures: Some Problems with Terminologies159 Language Teaching for Inter-Cultural Communication: What Goals for Whom?165 Comparing Apologies Across Languages175 Contrastive Analysis, Modistae, and Case Grammar185 Contrastive Analysis: A Linguistic Hypothesis199 Robert Lado and Contrastive Linguistics209 From the Sapir-Whorf Hypothesis to Cultural Semiotics: Some Considerations on the ‘Language-Culture Problem’215 Application of Contrastive Procedures to Gothic223 Translation Across Languages or Across Cultures?231 A Comparison of the Phonemic Systems of Spanish and Tagalog241 Language Processes in Contrast: Contrastive Analysis Revisited253 V. Language Acquisition and Performance
Several Languages – One Competence?263 Learning from Learners: Second Language Acquisition Processes277 Linguistic and Communicative competence and Conversational performance in English as a Second Language291 Visual and Auditory Orientations to Language learning315 The Four Basic Language Skills: Myth or Reality?321 Relevance of the Concept of Linguistic Competence to Foreign Language Learning and Acquisition329 VI. Language, Thought, and Meaning
Some Aspects of Referential Clustering and Lexical Meaning345 Meaning and the Idiolect: The Idioseme353 On the Interrelation of Language and Thought361 Thought Without Language387 VII. Linguistic and Literary Analysis
The Language of the Age399 Phonemics Thirty Years After409 Notes on the Treatment of Syntax in the Grammatical Tradition415 The Rhythm of English Sentences421 The Influence of the Lexicon and Semantic Content in the Perception of English Phonemes433 Static, Dynamic, and Relational Perspectives Suggested in Words and Phrases447 Intonation and Topic in Portuguese453 A Linguistic Appreciation of a Poem by A. E. Housman465 A Comparison of Oral and Written Language Functions471 VIII. Lexical and Terminological Studies
Lexical Patterns in a Text and Interpretation483 Nahuatlisms in Mexican Spanish491 A Sociosemiotic Approach to Lexicography497 On the Origin of the Term ‘Psycholinguistics’505 IX. Language Policy and Language Planning
Tesol: The Australian Experience531 Second Language Teaching and Learning in Cameroon Today and Tomorrow539 The Societal Basis of the Intergenerational Continuity of Additional Languages551 Language and Development559 Lexicography and Language Planning571 The Filipino People and English581 A Research Agenda for the Profession: Issues and Priorities595 The Role of New Guinea Pidgin (TOK PISIN) in the Changing Culture of Papua New Guinea605 
