TEACHING WRITTEN FRENCH

Authors

  • Gordon W. E. McElroy McGill University

Abstract

In recent years language teachers generally have accepted the guiding principles of the "aural-oral," "audio-lingual" or the "new" approach to second language learning. In practice, this approach, whatever it may be labelled, frequently produces rapid progress in the spoken language in the early years, and enthusiasm, with a slowing down and disenchantment when the learner begings to grapple with the complexities of the written form of the language. Observation and experience suggest that there is a dearth of good programmes for developing the skills of reading and writing. Furthermore, too few teachers have an understanding of the differences between the morphology and syntax of the spoken and the written language and the contribution of linguistic science to the development of effective procedures in teaching a second language.

Author Biography

Gordon W. E. McElroy, McGill University

GORDON W. E. McELROY is Associate Professor of Education and a member of McGill's Department of Language Instruction.

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Published

1966-08-31

How to Cite

McElroy, G. W. E. (1966). TEACHING WRITTEN FRENCH. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 1(002). Retrieved from https://mje.mcgill.ca/article/view/6571

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Section

Articles