man communication are that (1) the formal aspect of communication (the denotation, as it were; the surface structure) need be interpreted in terms of its affective dimension if true meaning is to be understood; and that (2) teaching language is teaching cultural behaviors which expose the affective dimension of linguistic expression. For example: Japanese ESL learners who, by education and training, may be rather reticent, reserved, in their outward behaviors, will need to understand the demonstrative, expansive, self-revealing, and outspoken behaviors which characterize most North Americans. This is one reason why the native ESL teacher is more appropriate than the non-native: he or she is a comprehensive and authentic behavior model of the target-language and culture. Lacking such model, it is important for authentic aural and written texts to be used in as realistic a context as can be reproduced in the classroom (Morley, 1991, p. 104).
Peck (1991) remarks that "teachers of young children have to be concerned with the different e
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