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Experience of Language Teaching [Hardback]

(Curtin University of Technology, Perth)
  • Formāts: Hardback, 316 pages, height x width x depth: 235x158x25 mm, weight: 644 g
  • Sērija : Cambridge Language Teaching Library
  • Izdošanas datums: 23-Feb-2006
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521847605
  • ISBN-13: 9780521847605
Citas grāmatas par šo tēmu:
  • Hardback
  • Cena: 106,72 €
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  • Formāts: Hardback, 316 pages, height x width x depth: 235x158x25 mm, weight: 644 g
  • Sērija : Cambridge Language Teaching Library
  • Izdošanas datums: 23-Feb-2006
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521847605
  • ISBN-13: 9780521847605
Citas grāmatas par šo tēmu:
This book provides a detailed picture of teaching and learning in communicative classrooms through the words of more than 100 practising language teachers.

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.

Papildus informācija

The Experience of Language Teaching provides a detailed picture of teaching and learning in communicative classrooms.
List of figures x
Acknowledgements xi
Preface xiii
Introduction 1(727)
1 Establishing a framework for the book
14(22)
1.1 Selecting the research approach
14(5)
1.2 Conducting a grounded theory study
19(11)
1.3 Identifying a framework
30(3)
1.4 Conclusion
33(3)
2 Training to be a language teacher
36(19)
2.1 The appeal of language teaching
36(3)
2.2 The training experience
39(9)
2.3 Awakenings
48(2)
2.4 Early days in the workforce
50(3)
2.5 Conclusion
53(2)
3 Becoming a committed language teacher
55(24)
3.1 Starting out
55(6)
3.2 Professional development
61(6)
3.3 Maturing as a language teacher
67(6)
3.4 Ongoing development
73(4)
3.5 Conclusion
77(2)
4 Establishing the learning environment
79(24)
4.1 What communicative classrooms are like
79(2)
4.2 Creating informal classroom atmospheres
81(4)
4.3 The vital first few lessons
85(12)
4.4 Exercising authority
97(3)
4.5 Conclusion
100(3)
5 The diversity of the language classroom
103(16)
5.1 Students: the raw material of any language class
104(1)
5.2 Factors influencing student behaviour and performance
105(8)
5.3 Tensions within the language classroom
113(3)
5.4 Conclusion
116(3)
6 Managing individuals
119(21)
6.1 Coping with individuals
119(7)
6.2 Tuning in to class behaviour
126(5)
6.3 Handling students with care
131(7)
6.4 Conclusion
138(2)
7 Teaching flexibly
140(28)
7.1 The reality behind the myth
140(6)
7.2 Experience-based language teaching
146(13)
7.3 To thine own self be true
159(4)
7.4 Why flexibility does not lead to chaos
163(1)
7.5 Conclusion
164(4)
8 Vitalising the language class
168(31)
8.1 Responsive language classes
168(6)
8.2 The role of humour in the language classroom
174(7)
8.3 Activity-based language practice
181(5)
8.4 Bringing the pedagogy alive
186(10)
8.5 Conclusion
196(3)
9 Maintaining the classroom community
199(529)
9.1 Language classes as learning communities
199(8)
9.2 Group dynamics in the language classroom
207(5)
9.3 Community maintenance techniques
212(12)
9.4 Conclusion
224(504)
10 Frustrations and rewards 728
10.1 The English language boom
228(8)
10.2 Major causes of frustration for language teachers
236(4)
10.3 The rewards of language teaching
240(4)
10.4 Conclusion
244(2)
11 What drives language teachers 246 (24)
11.1 Standing back: a note of caution on assumptions and beliefs
246 (3)
11.2 Assumptions and beliefs underpinning the communicative approach
249(13)
11.3 Values shared by experienced language teachers
262(5)
11.4 Conclusion
267(3)
12 Towards a teacher-generated theory of classroom practice 270(19)
12.1 Harmony and balance
270(7)
12.2 A teacher-generated theory of classroom practice
277(9)
12.3 Conclusion
286(3)
References 289