Reflective Teaching In Second Language Classrooms

Author: Jack C. Richards
Editor: Cambridge University Press
ISBN: 052145803X
Size: 12,52 MB
Format: PDF, ePub
Read: 629

This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study.

Second Language Classrooms

Author: Craig Chaudron
Editor: Cambridge University Press
ISBN: 9780521327756
Size: 20,88 MB
Format: PDF, ePub, Mobi
Read: 553

This book provides a critical overview of recent classroom-centred research and its implications for the teaching and learning of languages giving new insights into how languages are learned and what the effects of classroom instruction are

Promoting Teacher Reflection In Second Language Education

Author: Thomas S. C. Farrell
Editor: Routledge
ISBN: 1317687345
Size: 20,76 MB
Format: PDF, Mobi
Read: 591

Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced. The framework outlines five levels of reflective practice—Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice—and provides specific techniques for teachers to implement each level of reflection in their work. Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.

Training Foreign Language Teachers

Author: Michael J. Wallace
Editor: Cambridge University Press
ISBN: 9780521356541
Size: 18,54 MB
Format: PDF, Kindle
Read: 942

Training Foreign Language Teachers is aimed at anyone in the area of foreign language teaching who is engaged in designing, running or taking part in teacher education programmes. It begins by examining some current models of teacher education. It goes on to describe the notion of the teacher as 'reflective practitioner' - someone who reflects on the practice of their profession as a way of developing their expertise in it. Training Foreign Language Teachers explores ways in which a reflective approach can be applied to many areas of the teacher education programme, including: * classroom observation * microteaching * design and assesment of teacher education programmes. It contains many suggestions for practical work and discussion, and numerous applications to actual situations, including an extended case-study.

New Perspectives On Grammar Teaching In Second Language Classrooms

Author: Eli Hinkel
Editor: Routledge
ISBN: 1135644098
Size: 10,33 MB
Format: PDF, ePub, Mobi
Read: 750

New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show from both theoretical and practical perspectives that grammar teaching can be made productive and useful in ESL and EFL classrooms. In this text: *First-rate scholars approach the teaching of grammar from multiple complementary perspectives, providing an original, comprehensive treatment of the topic. *Discourse analysis and research data are used to address such pedagogical areas as grammatical and lexical development in speaking, listening, reading, and writing. *The communicative perspective on ESL and EFL instruction that is presented provides ways for learners to enhance their production skills, whereas the meaning-based grammar instruction can supplement and strengthen current methodology with a communicative focus. This volume is intended as a foundational text for second language grammar pedagogy courses at the advanced undergraduate and master's levels.

Techniques And Principles In Language Teaching

Author: Diane Larsen-Freeman
Editor: Oxford University
ISBN: 9780194355742
Size: 16,36 MB
Format: PDF, ePub
Read: 901

The Grammar-Translation Method - The Direct Method - The Audio-Lingual Method - The Silent Way - Desuggestopedia - Community Language Learning - Total Physical Response - Communicative Language Teaching - Content-based, Task-based, and Participatory Approaches - Learning Strategy Training, Cooperative Learning and Multiple Intelligences.

Learning Strategies In Second Language Acquisition

Author: J. Michael O'Malley
Editor: Cambridge University Press
ISBN: 052135286X
Size: 15,17 MB
Format: PDF, Mobi
Read: 139

A review of the literature on learning strategies, describing and classifying learning strategies in second language learning.

Extensive Reading In The Second Language Classroom

Author: Richard R. Day
Editor: Ernst Klett Sprachen
ISBN: 9783125333031
Size: 16,87 MB
Format: PDF, ePub, Docs
Read: 503

This book provides a comprehensive examination of the benefits of extensive reading in second language classrooms.

The Language Teaching Matrix

Author: Professor Jack C Richards
Editor: Cambridge University Press
ISBN: 9780521387941
Size: 20,46 MB
Format: PDF, ePub, Docs
Read: 859

For use in courses on language teaching methodology and teacher preparation, this book also serves as an invaluable source for courses in language curriculum development, materials development, and teaching practice. The author views effective language teaching as a network of interactions involving the curriculum, methodology, the teacher, the learner, and instructional materials (hence the metaphor of a matrix). Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Among the topics covered are curriculum development, designing instructional materials, teaching listening, speaking, reading and writing, the nature of effective teaching, self-monitoring in teacher development, and language and content. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.