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- THE INTRODUCTION part 2
THE INTRODUCTION part 2
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THE INTRODUCTION part 2
(...)
In this sense we can consider interesting their notes about the skills involved in the playing process, that are, the capacity to acquire vocabulary easily through the repetition and the imitation of the main characters` utterances and the capacity to reproduce the tongue-mother accent and prosody.
Once again we have anything but the analysis to support this hypothesis, we have no experiments results we have no comparison or other data to watch on.
Anycase it is interesting to notice that, despite the effort of the authors, to put emphasis on the social component of the “collaborative games” the skills that are most involved in the process described are the same of the "Audiolinguism Method", I mean, repetition and imitation of sentences pattern.
There is, in fact, no track of the skills developed by communicative approach privilege that are comprehension and production of a spoken language.
(...)
In this sense we can consider interesting their notes about the skills involved in the playing process, that are, the capacity to acquire vocabulary easily through the repetition and the imitation of the main characters` utterances and the capacity to reproduce the tongue-mother accent and prosody.
Once again we have anything but the analysis to support this hypothesis, we have no experiments results we have no comparison or other data to watch on.
Anycase it is interesting to notice that, despite the effort of the authors, to put emphasis on the social component of the “collaborative games” the skills that are most involved in the process described are the same of the "Audiolinguism Method", I mean, repetition and imitation of sentences pattern.
There is, in fact, no track of the skills developed by communicative approach privilege that are comprehension and production of a spoken language.
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In this sense we can consider interesting Of particular interest are their notes about the skills involved in the playing process, that are, for example the capacity to acquire vocabulary easily through the repetition and the imitation of the main characters` utterances and the capacity to reproduce the tongue-mother-tongue accent and prosody.
Once again we have anything everything but the analysis to support this hypothesis, we have no experimental results and we have no comparison or with other data to watch on.
In any case, it is interesting to notice that, despite the effort of the authors to put emphasis on the social component of the “collaborative games”, the skills that are most involved in the process described are the same of as those in the "Audiolinguism Method", by which I mean repetition and imitation of sentences patterns.
There is, in fact, no track quantification of the skills developed by the communicative approach privilege that are for the comprehension and production of a spoken language.