Abstract
Against a common question about the influence of linguistics on theories of foreign language teaching and learning in this article a contrary question concerining a reverse relation is asked: what is the influence of theory of foreign language teaching and learning on linguistics? It concerns esepcially contrastive analysis and factors determining the development of students’ interlanguage.
References
Allwright, R.L., 1984. The Importance of Interaction in Classroom Language Learning. In:Applied Linguistics 5/2 : 156 -171.
Allwright, Richard L./Bailey, Kathleen М., 1991. Focus on the Language Classroom. An Introduction to Classroom Research for Language Teachers. Cambrigde: Cambridge University Press.
Butzkamm, W., 1989. Psycholinguistik des Fremdsprachenunterrichts. Natürliche Künstlichkeit. Von der Muttersprache zur Fremdsprache. Tübingen/Basel: Francke.
Chaudron, C., 1988. Second Language Classrooms. Research on Teaching and Learning. Cambridge: Cambridge University Press.
Edmondson, W./House, 1993. Einführung in die Sprachlehrforschung. Tübingen/Basel: Francke.
Ellis, R., 1990. Instructed Second Language Acquisition. Learning in the Classroom. Oxford: Basil Blackbell.
Ellis, R., 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Faerch, C./Kasper, G., 1980. Process and Stratégies in Foreign Language Learning and Communication. In: Interlanguage Studies Bulletin 5. Utrecht. 47.
Faerch, C./Haastrup, K./Phillipson, R., 1984. Learner Language and Language Learning. Kopenhagen: Nordisk Forlag.
Heindrichs, W./Gester, F.W./Kelz, H.P., 1980. Sprachlehrforschung. Angewandte Linguistik und Fremdsprachendidaktik. Stuttgart: Kohlhammer.
Kelz, H.P., 1984. Typologische Verschiedenheit der Sprachen und daraus resultierende Lemschwierigkeiten. In: E. Oksaar, Spracherwerb - Sprachkontakt - Sprachkonflikt. Berlin: 92 -106.
Kelz, H.P., 1 9 8 4 . Contràstive and Error Analyses. Vietnamese - German. In: J. Fisiak, Papers and Studies in Contrastive Linguistics 18. Poznan: 103-110.
Kelz, H.P., 1987. Kann man Aussprache progressiv lernen? In: Chinese-Western Encounter. Studies in Linguistics and Literature. Festschrift fo r Franz Giet. Taipei: 279-289.
Kelz, H.P., 1999. Phonetische Übung und sprachliche Kreativitàt. In: Deutsch als Fremdsprache 36. Leipzig: 131-134.
Kelz, H.P., Hg. (2002): Die sprachliche Zukunft Europas. Mehrsprachigkeit und Sprachenpolitik. Baden- Baden: Nomos.
Kelz, H.P., (i. Dr.): Was nützt der Linguistik die Sprachlernforschung? In: O. A. Radtschenko, Russische Germanistik im 21. Jahrhundert. Texte und Konzepte. Moskau.
Kelz, H.P./Miemietz, B., 1986. Soziokulturelle und psychopâdagogische Aspekte des Deutschunterrichts mit heterogenen Gruppen. In: Forum Angewandte Linguistik 8. Tübingen: 87-105.
Königs, F.G., 2005. Konstruktiv: ja bitte! Konstruktion: warum nicht? aber Konstruktivismus? Gedanken zur Verbindung zwischen einer Lemtheorie und dem Fremdsprachenunterricht in einem Sprachlernzentrum. In: E.C. van Leewen (Hg.), Sprachenlernen als Investition in die Zukunft. Wirkungskreise eine s Sprachlernzentrums. Festschrift fü r Heinrich
P. Kelz. Tübingen: Narr.: 447-464.
Klein, W., 1989. Zweitsprachenerwerb. Eine Einführung. Königstein/Ts.: Athenâum.
Krashen, S.D., 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Kelz, H.P., 1985. The Input Hypothesis. Issues and Implication. New York: Longman.
Long, M.H., 1985. Input and Second Language Acquisition Theory. In: S.M. Gass/C.G. Madden, Input in Second Language Acquisition. Rowley: Newbury House Publishers: 377-393.
O. Malley, J. Michael/Chamot, Anna Uhl, 1990. Learning Stratégies in Second Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R.L., 1990. Language Learning Stratégies. What Every Teacher Should Know. New York: Newbury House.
Selinker, L., 1972. Interlanguage. In: International Review of Applied Linguistics 10/3:31-54.
Singleton, D., 1989. Language Acquisition. The Age Factor. Clevedon: Multilingual Matters.
Tönshoff, W., 1992. Kognitivierende Verfahren im Fremdsprachenunterricht. Formen und Funktion. Hamburg: Kovac.
Tönshoff, W., 1995. Fremdsprachenlemtheorie. Ausgewàhlte Forschungsergebnisse und Denkanstöfie für die Unterrichtspraxis. In: Fremdsprache Deutsch: 4-15.
Vogel, K., 1990. Lernersprach. Linguistische und psychologische Grundfragen zu ihrer Erforschung. Tübingen: Narr.
License
Authors
Authors of texts accepted for publication in Glottodidactica are required to complete, sign and return to the Editorial team’s office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of the texts published in Glottodidactica grant Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to the free disposal of the work.
Users
Interested Internet users are entitled to use works that have been published in Glottodidactica since 2016, under the following conditions:
▪ attribution – obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
▪ no derivatives – the work must be preserved in its original form. Without the author's consent, it is not possible to distribute the modified work in the form of translations, publications, etc.
Copyrights are reserved for all texts published before 2016.
Miscellaneous
Adam Mickiewicz University in Poznań retains the property right as a whole (layout, graphic form, title, cover design, logo etc.).
Privacy statement
The names and email addresses published on this journal site will be used exclusively for the purposes declared by this journal and cannot be used for any other purpose or by any other party.