Preface | |
Acknowledgements | |
The Brain as Background | p. 1 |
The Contribution of Lozanov | p. 11 |
Language Acquisition/Language Learning: The Pioneering Work of Krashen, Asher and Terrell | p. 21 |
The Act Model of Accelerative, Full-Spectrum Learning | p. 39 |
Some "How-To's" Of Suggestion | p. 49 |
The Evocative Power of Words: Speaking to the Whole Person | p. 59 |
Getting Started Right: Crucial First Impressions | p. 75 |
The Act Text | p. 87 |
Music and the Presentation of Material | p. 93 |
The Activation Phases: Retrieving and Using What Is Learned | p. 105 |
Error Correction, Grammar and Homework | p. 115 |
Documented Results I: The ACT Courses at the University of Massachusetts at Boston | p. 123 |
The Act Approach for the U.S. Army: A Documented Experiment | p. 145 |
Testing: Some Personal Thoughts on Its Use and Abuse | p. 171 |
Appendix 1: ACT Text Excerpt | p. 181 |
Appendix 2: Activation Ideas | p. 193 |
Appendix 3: ACTFL Provisional Proficiency Guidelines | p. 197 |
Appendix 4: Defense Language Institute (DLI) Skill Level Descriptions | p. 201 |
References | p. 209 |
Bibliography | p. 221 |
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