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E-grāmata: Faces of English Education: Students, Teachers, and Pedagogy [Taylor & Francis e-book]

Edited by (The University of Hong Kong), Edited by (The University of Hong Kong)
  • Formāts: 278 pages, 32 Tables, black and white; 6 Line drawings, black and white; 1 Halftones, black and white; 7 Illustrations, black and white
  • Izdošanas datums: 03-May-2017
  • Izdevniecība: Routledge
  • ISBN-13: 9781315205618
  • Taylor & Francis e-book
  • Cena: 155,64 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 222,34 €
  • Ietaupiet 30%
  • Formāts: 278 pages, 32 Tables, black and white; 6 Line drawings, black and white; 1 Halftones, black and white; 7 Illustrations, black and white
  • Izdošanas datums: 03-May-2017
  • Izdevniecība: Routledge
  • ISBN-13: 9781315205618
Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education. Covering new areas of interest and recent studies in seventeen specially commissioned chapters by international experts and practitioners, this book:offers an authoritative discussion of theoretical issues and debates surrounding key topics such as identity, motivation, teacher education and classroom pedagogy;discusses teaching from the perspective of the student as well as the teacher, and features sections on both in- and out-of-class learning;showcases the latest teaching research and methods, including MOOCs, use of corpora, and blended learning, and addresses the interface between theory and practice;analyses the different ways and contexts in which English is taught, learned and used around the world.Faces of English Education is essential reading for pre- and in-service teachers; researchers in TESOL, applied linguistics, and teacher educators, as well as upper undergraduate and postgraduate students studying related topics.
List of figures
viii
List of tables
ix
List of contributors
x
1 Faces of English language research and teaching
1(10)
Ken Hyland
Lillian L. C. Wong
PART I Students: identity, motivation, and learning
11(62)
2 Identity and English language learners across global sites
13(15)
Bonny Norton
3 What influences performance? Personal style or the task being done?
28(16)
Peter Skehan
Sabrina Shum
4 Incorporating reflective writing to promote language development and identity awareness
44(13)
Rebecca Toner
Rachel Chaffin
5 Exploring the motivational development and academic choices of local and international English majors in China
57(16)
Aaron Doyle
PART II Teaching: classroom pedagogies and practices
73(68)
6 Teaching as input
75(16)
Rod Ellis
7 The production-oriented approach: a pedagogical innovation in university English teaching in China
91(16)
Wen Qiufang
8 Do-it-yourself corpora in the EAP classroom: views of students and teachers
107(17)
Maggie Charles
9 Popular culture as content-based instruction in the second language classroom to enhance critical engagement
124(17)
Anne Peirson-Smith
PART III Learning: activities beyond the classroom
141(72)
10 Language learning beyond the classroom
143(16)
David Nunan
11 ESP project work: the collaborative processes involved in students' learning experiences
159(17)
Christoph A. Hafner
Lindsay Miller
12 Participants' engagement in and perceptions of English language MOOCs
176(21)
Sean McMinn
13 Social learning analytics in online language learning: challenges and future directions
197(16)
Michael Thomas
Hayo Reinders
Anouk Gelan
PART IV Teachers: education and professional development
213(62)
14 Going online: affordances and limitations for teachers and teacher educators
215(16)
Denise E. Murray
MaryAnn Christison
15 Examining the discourse of language teacher supervision: the learning experiences of two supervisor trainees
231(14)
Anita Krishnan
Courtney Pahl
Kathleen M. Bailey
16 The personal and professional development of novice English teachers working in South Korea
245(15)
Laura Taylor
17 Preparing teachers for the challenges of constructivist teaching
260(15)
Vincent Greenier
Index 275
Lillian Wong is Senior Lecturer in the Centre for Applied English Studies at the University of Hong Kong.









Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong.