Understanding what constitutes expertise in language learning and teaching is important for theoretical reasons related to psycholinguistic, and applied linguistic, inquiry. It also has many significant applications in practice, particularly in relation to the training and practice of language teachers and improvements in students strategies of learning. In this volume, methodologies for establishing what constitutes expert practice in language teaching and learning are discussed and the contributions address the fields of listening, reading, writing, speaking and communication strategies, looking at common characteristics of the expert teacher and the expert learner. Understanding what constitutes expertise in language learning and teaching is important for theoretical reasons related to psycholinguistic, and applied linguistic, inquiry. It also has many significant applications in practice, particularly in relation to the training and practice of language teachers and improvements in students strategies of learning. In this volume, methodologies for establishing what constitutes expert practice in language teaching and learning are discussed and the contributions address the fields of listening, reading, writing, speaking and communication strategies, looking at common characteristics of the expert teacher and the expert learner.
Recenzijas
'In a nutshell Expertise in Second Language Learning and Teaching as a whole is a book written by experts for experts in whose hands it will live many lives.' - ELT Journal
'...expertise has not received much in the way of a focused treatment in the field of second language acquisition. The appearance of this compact and tightly written text therefore marks a welcome addition to the field.' - Language and Education
Papildus informācija
KEITH JOHNSON is Professor of Linguistics and Language Education at Lancaster University, UK. He has published widely on English language teaching and learning. His recent books include Designing Language Teaching Tasks (2003), An Introduction to Foreign Language Learning and Teaching (2001), and the Encyclopaedic Dictionary of Applied Linguistics (1998). He was the founding Editor of the journal Language Teaching Research.
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List of Tables and Figures |
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ix | |
| Acknowledgements |
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x | |
| Notes on Contributors |
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xi | |
| Introduction |
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1 | (8) |
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Part I Expertise in General |
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9 | (26) |
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The `General' Study of Expertise |
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11 | (24) |
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Part II Expertise in Language Learning and Use |
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35 | (130) |
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The Expert Language Learner: a Review of Good Language Learner Studies and Learner Strategies |
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37 | (27) |
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Second Language Listening Expertise |
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64 | (21) |
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85 | (19) |
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Oral Second Language Abilities as Expertise |
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104 | (24) |
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Second Language Writing Expertise |
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128 | (22) |
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Training Language Learning Expertise |
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150 | (15) |
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Part III Expertise in Language Teaching |
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165 | (90) |
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Expertise in Teaching: Perspectives and Issues |
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167 | (23) |
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Teacher Cognition in Language Teaching |
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190 | (20) |
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Expertise in Teacher Education: Helping Teachers to Learn |
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210 | (20) |
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Expertise in Pedagogic Task Design |
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230 | (25) |
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| Index |
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255 | |
SIMON BORG, School of Education, University of Leeds, UK MARTIN BYGATE, Department of Linguistics, University of Lancaster, UK CHRISTINE GOH, National Institute of Education, Nanyang Technological University, Singapore STEVEN McDONOUGH, Department of Languages and Linguistics, University of Essex, UK JOAN RUBIN, Joan Rubin Associates, USA VIRGINIA SAMUDA, Department of Linguistics, University of Lancaster, UK AMY B.M. TSUI, Faculty of Education, Hong Kong CATHERINE WALLACE, University of London, Institute of Education, UK ALAN WATERS, Department of Linguistics, University of Lancaster, UK SARA CUSHING WEIGLE, Department of Applied Linguistics, University of Georgia, USA.
