Defining Issues in English Language Teaching
OUP Oxford, 2003 - 193 páginas
This book goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a school subject. It looks at different attitudes to English, and developments in its description, and it critically examines current proposals for the specification of course content and classroom methodology, with particular reference to ideas about authenticity and task-based learning.
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The theory of practice
Parameters in language pedagogy
Proper words in proper places
The ownership of English
English as an international language
English for specific purposes
The scope of linguistic description
The appropriate language for learning
Pedagogic design 1 1 1
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A. D. Hope activities actually analysis applied linguistics appropriate argued assumption authentic bilingual Chinua Achebe classroom COBUILD communicative competence communicative language teaching concerned Consider context contrastive analysis conventions corpus descriptions corpus linguistics course defined designed dialect discourse communities discussion distinct E. E. Cummings effect encoded enquiry example exploited expression fact focus function genre global grammar guage guistic Hymes international language issues kind knowledge language pedagogy language subject language teaching learners learning process lexical linguistic description linguistic imperialism matter meaning mediation metalanguage monolingual native speakers native-speaker nature necessarily objective obvious occur parameter particular pedagogic practice pragmatic problem proper English purpose question real English reality reference relationship relevance resource second language second language acquisition seems semantic semantically encoded sense Sinclair Skehan specific spread Standard English talk teachers textual theory things tion users virtual language Widdowson
Text, Context, Pretext: Critical Isssues in Discourse Analysis
H. G. Widdowson
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