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Название: "Not to Be": The Decline of Contrastive Analysis Pedagogy
Автор: Al-Sibai D.M.
Contrastive analysis was born as a result of a rather simple assumption. Aware of the same errors appearing so regularly and methodically in the works of increasing numbers of students, language teachers gradually came to assume that they could predict what mistakes the majority of learners would make. From such mistakes, the assumption went on; teachers would be better equipped to foresee difficulties and, consequently, would become wiser in directing learning and teaching efforts.