Process And Experience In The Language Classroom

Author : Michael Legutke,Howard Thomas,Christopher N. Candlin
Publisher : Routledge
Page : 350 pages
File Size : 40,8 Mb
Release : 2014-06-06
Category : Language Arts & Disciplines
ISBN : 9781317901617

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Process and Experience in the Language Classroom by Michael Legutke,Howard Thomas,Christopher N. Candlin Pdf

Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process. The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

Author : Michael Legutke,Howard Thomas
Publisher : Unknown
Page : 128 pages
File Size : 54,9 Mb
Release : 1995-04-01
Category : Electronic
ISBN : 1417607009

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Process and Experience in the Language Classroom by Michael Legutke,Howard Thomas Pdf

Author : Lothar Bredella,Werner Delanoy
Publisher : Gunter Narr Verlag
Page : 290 pages
File Size : 44,8 Mb
Release : 1996
Category : Language and languages
ISBN : 3823352830

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Challenges of Literary Texts in the Foreign Language Classroom by Lothar Bredella,Werner Delanoy Pdf

Author : Rosemary Erlam,Jenefer Philp,Diana Feick
Publisher : Cambridge University Press
Page : 199 pages
File Size : 42,7 Mb
Release : 2021-09-30
Category : Education
ISBN : 9781108835954

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Teaching Languages to Adolescent Learners by Rosemary Erlam,Jenefer Philp,Diana Feick Pdf

A reader-friendly publication on teaching modern languages to adolescents, which draws on theory as well as examples from real classrooms.

Author : Amy Snyder Ohta
Publisher : Routledge
Page : 317 pages
File Size : 48,8 Mb
Release : 2001
Category : Education
ISBN : 9781135649838

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Second Language Acquisition Processes in the Classroom by Amy Snyder Ohta Pdf

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

Author : Rose Senior
Publisher : Cambridge University Press
Page : 128 pages
File Size : 51,7 Mb
Release : 2006-02-23
Category : Foreign Language Study
ISBN : 9781107310599

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The Experience of Language Teaching by Rose Senior Pdf

Through the words of more than 100 practising language teachers, The Experience of Language Teaching provides a detailed picture of teaching and learning in communicative classrooms. Using a teacher-generated framework it covers a range of aspects of classroom life: how teachers create environments suitable for language practice, how they get students 'on-side', how they manage tricky students, how they enhance the learning experience, how they develop and maintain a spirit of community. The book demonstrates how paying attention to both the learning and social needs of their class groups enables language teachers to behave in flexible ways that promote learning. This book will be of interest to teachers, teacher educators, researchers and to anyone interested in finding out what it is like to be a language teacher at the present time. The Experience of Language Teaching was winner of the Ben Warren International Trust House Prize in 2005.

Author : Wai Meng Chan,Kwee Nyet Chin,Masanori Nagami,Titima Suthiwan
Publisher : Walter de Gruyter
Page : 401 pages
File Size : 52,6 Mb
Release : 2011-10-27
Category : Language Arts & Disciplines
ISBN : 9781614510185

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Processes and Process-Orientation in Foreign Language Teaching and Learning by Wai Meng Chan,Kwee Nyet Chin,Masanori Nagami,Titima Suthiwan Pdf

There can be no products without processes. Though this statement may seem to be no more than an overused generalization, it encapsulates the undoubted importance of processes and process-oriented approaches in language teaching and learning. In foreign language education in recent decades, researchers and practitioners alike are increasingly focusing their attention on: 1) the learner as the active subject of learning and the internal processes that constitute his/her learning leading to the development of communicative competence; 2) teaching approaches, curricula and materials that reflect this view of language learning; and 3) other factors such as the sociocultural context, social interactions and discourse, and individual learner characteristics and differences. The theme of this book reflects this paradigm shift, and the papers included here from the disciplines of foreign language education and second language acquisition provide vital insights into processes in curriculum planning, teaching methodology, teacher education and professional development, language acquisition, language discourse, classroom instruction and interactions, the development of language skills and learning strategies, and language learning motivation.

Author : Jane Arnold,Tim Murphey
Publisher : Cambridge University Press
Page : 343 pages
File Size : 44,7 Mb
Release : 2013-03-28
Category : Education
ISBN : 9781107610439

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Meaningful Action by Jane Arnold,Tim Murphey Pdf

This volume explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick. With contributions from 19 ELT authors and influential academics, Meaningful Action draws upon and acknowledges the huge influence of Earl Stevick on language teaching. Stevick's work on 'meaningful action' explored how learners can engage with activities that appeal to sensory and cognitive processes, ensuring that meaning is constructed by the learner's internal characteristics, and by their relationship with other learners and the teacher. This edited volume focuses on meaningful action in three domains: learner internal factors and relationships between the people involved in the learning process; classroom activity; and diverse frameworks supporting language learning.

Author : Liying Cheng,Janna Fox
Publisher : Bloomsbury Publishing
Page : 200 pages
File Size : 49,5 Mb
Release : 2017-03-09
Category : Language Arts & Disciplines
ISBN : 9781137464842

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Assessment in the Language Classroom by Liying Cheng,Janna Fox Pdf

This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding.

Author : Phil Hiver,Ali H. Al-Hoorie,Sarah Mercer
Publisher : Multilingual Matters
Page : 263 pages
File Size : 54,5 Mb
Release : 2020-12-02
Category : Language Arts & Disciplines
ISBN : 9781788923620

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Student Engagement in the Language Classroom by Phil Hiver,Ali H. Al-Hoorie,Sarah Mercer Pdf

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.

Author : Donald Freeman,Jack C. Richards
Publisher : Cambridge University Press
Page : 406 pages
File Size : 45,8 Mb
Release : 1996-02-23
Category : Education
ISBN : 9780521559072

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Teacher Learning in Language Teaching by Donald Freeman,Jack C. Richards Pdf

This book introduces a new field of educational research called teacher learning, as it applies to the teaching of languages. Up until recently, the study of second language teacher education has focused mainly on the knowledge base and specific skills needed for effective teaching. This book invites us to look at teacher education from a fresh point of view, through an exploration of the thinking and learning processes of individuals as they learn to teach. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of pioneering research into the ways that individuals learn to teach languages, and the roles that previous experience, social context, and professional training play in the process. The collection thus helps establish a research base for this newly developing field.

Author : Steve Walsh
Publisher : Edinburgh University Press
Page : 208 pages
File Size : 53,9 Mb
Release : 2013-05-20
Category : Education
ISBN : 9780748645190

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Classroom Discourse and Teacher Development by Steve Walsh Pdf

Highlights the importance of classroom discourse to any second language teacher education programmeReflective practice is central to teacher education and development, yet is something that many teachers struggle with. Can reflective practice be refocused by asking teachers to place classroom interaction and discourse at the centre of their reflections?In this accessible textbook, Steve Walsh explains why it is essential to put an understanding of classroom discourse at the centre of any second language teacher education programme, whether it is a formal programme under the guidance of a teacher educator or a more informal, self-directed programme of teacher development. He argues that in order to improve their professional practice, language teachers need to gain a detailed, up-close understanding of their local context by focusing on the complex relationship between teacher language, classroom interaction and learning. In order to do this he revisits and reconceptualises the notion of reflective practice by giving teachers appropriate tools which allow them to reflect on and improve their professional practice. This thought-provoking book not only stimulates debate on classroom discourse and reflective practice, but also contains practical exercises and advice which will be invaluable to both new and experienced language teachers as well as to researchers in applied linguistics.Task commentaries, a glossary of technical terms and an annotated list of further reading are also included.

Author : Christopher N. Candlin,Ken Hyland
Publisher : Routledge
Page : 285 pages
File Size : 45,8 Mb
Release : 2014-06-11
Category : Language Arts & Disciplines
ISBN : 9781317882732

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Writing: Texts, Processes and Practices by Christopher N. Candlin,Ken Hyland Pdf

Writing: Texts, Processes and Practices offers an innovative and multidisciplinary approach to writing in a variety of academic and professional settings. The book is composed of a series of original research-based accounts by leading authorities from a range of disciplines. The papers are linked through a unifying perspective which emphasises the role of cultural and institutional practices in the construction and interpretation of written texts. This important new book integrates different approaches to text analysis, different perspectives on writing processes, and the different methodologies used to research written texts. Throughout,an explicit link is made between research and practice illustrated with reference to a number of case studies drawn from professional and classroom contexts. The book will be of considerable interest to those concerned with professional or academic writing and will be of particular value to students and lecturers in applied linguistics, communication studies, discourse analysis, and professional communications training. The contributors to this volume are: Robert J. Barrett Vijay K. Bhatia Christopher N. Candlin Yu-Ying Chang Sandra Gollin Ken Hyland Roz Ivanic Mary R. Lea Ian G. Malcolm John Milton Greg Myers Guenter A. Plum Brian Street John M. Swales Sue Weldon Patricia Wright

Author : Christopher Brumfit,Rosamond Mitchell
Publisher : Unknown
Page : 188 pages
File Size : 49,5 Mb
Release : 1990
Category : Capacitación docente en inglés
ISBN : IND:30000027331143

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Research in the Language Classroom by Christopher Brumfit,Rosamond Mitchell Pdf

Intended for teachers, this text provides a survey of how research can be utilized and how classroom practices can be examined. Topics covered include the roles of systematic and unsystematic observation, research into learner and teacher behaviour, teaching theory and writing up research.

Author : Norma Gonzalez,Luis C. Moll,Cathy Amanti
Publisher : Routledge
Page : 332 pages
File Size : 49,6 Mb
Release : 2006-04-21
Category : Education
ISBN : 9781135614058

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Funds of Knowledge by Norma Gonzalez,Luis C. Moll,Cathy Amanti Pdf

The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.