Teaching and Learning in the Language Classroom

Information, ideas and insights into English language teaching to develop your own teaching.

This is a comprehensive handbook for teachers wishing to develop and explore their teaching. It involves teachers in their own professional development and aims to develop insights into issues, problems, and possibilities in ELT methodology. It is also useful as a general reference for the classroom teacher. Each chapter is illustrated with examples from course materials and includes follow-up activities and recommended reading.

Inhaltsverzeichnis:

Acknowledgements
Introduction
PART ONE: A framework for teaching and learning
1: Learners and learning, classrooms and contexts
1.1 Introduction: issues for the language teacher
1.2 What do we know about how languages are learned?
1.2.1 The nature of input
1.2.2 The process of intake
1.2.3 The role of interaction in the classroom
1.2.4 The role of error
1.3 How do differences among learners affect learning processes and teaching procedures?
1.3.1 Aptitude
1.3.2 Learning style and learning strategies
1.3.3 Affective factors
1.3.4 Motivation for learning English
1.4 What factors of context should teachers take into account?
1.5 What roles can teachers and learners play in the learning process?
1.5.1 The teacher's roles and responsibilities
1.5.2 The learner's roles and responsibilities
1.6 What roles can learning materials play?
1.7 Conclusion
Discussion topics and projects
Further reading
2: The communicative clas sroom
2.1 Introduction: the concept of communicative language ability
2.2 What are the components of communicative language ability?
2.2.1 Linguistic competence
2.2.2 Pragmatic competence
2.2.3 Discourse competence
2.2.4 Strategic competence
2.2.5 Fluency
2.3 What are the issues for the communicative curriculum?
2.4 What are the implications for the communicative classroom?
2.4.1 What are communicative tasks and what are their roles in teaching and learning?
2.4.2 How can we manage a communicative classroom?
2.4.3 What does communicative language teaching imply for authenticity in the classroom?
2.5 What are the issues in applying a communicative approach in context?
2.6 Conclusion
Discussion topics and projects
Further reading
3: Learner autonomy and learner training
3.1 Introduction: the self-directed learner
3.2 What do we know about the strategies of the 'good language learner'?
3.2.1 Types of learner strategy
3.2. 2 Research into learner strategies
3.3 What insights can we gain from educational thinking on autonomous learning?
3.4 What are the implications for learner training in the classroom?
3.4.1 Activities which help learners to reflect on learning
3.4.2 Activities which train strategies and equip learners to be active
3.4.3 Activities which encourage learners to monitor and check their own progress
3.5 What role can self-access facilities play in language learning?
3.6 Are learner autonomy and learner training universally appropriate concepts?