Understanding Language Teaching: From Method to Postmethod
Routledge, 21 Απρ 2006 - 276 σελίδες
This book traces the historical development of major language teaching methods in terms of theoretical principles and classroom procedures, and provides a critical evaluation of each. Drawing from seminal, foundational texts and from critical commentaries made by various scholars, Kumaravadivelu examines the profession's current transition from method to postmethod and, in the process, elucidates the relationship between theory, research, and practice. The chief objective is to help readers see the pattern that connects language, learning, teaching methods, and postmethod perspectives.
In this book, Kumaravadivelu:
*brings together a critical vision of L2 learning and teaching--a vision founded at once on historical development and contemporary thought;
*connects findings of up-to-date research in L2 learning with issues in L2 teaching thus making the reader aware of the relationship between theory, research and practice;
*presents language teaching methods within a coherent framework of language-, learner-, and learning-centered pedagogies, thus helping the reader to see how they are related to each other;
*shows how the three categories of methods evolved historically leading ultimately (and inevitably) to the emergence of a postmethod condition; and
*provides the reader with a solid background in several interconnected areas of L2 pedagogy, such as concepts of competence, input factors, intake processes, interactional modifications, and instructional design.
Understanding Language Teaching: From Method to Postmethod is intended for an international audience of teacher educators, practicing teachers and graduate students, researchers, curriculum planners, and materials designers in the field of second and foreign language teaching.
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Allwright analysis Applied Linguistics approach audiolingual Bialystok Cambridge University Press chapter Chomsky classroom procedures cognitive communicative language teaching competence comprehensible input concept of method construction context critical critical discourse analysis cultural discussed doublespeak explicit Exploratory Practice focus focused framework function Gass grammatical help learners ideology input modifications instruction intake factors intake processes involves Jolarpet Katpadi knowledge Krashen Kumaravadivelu L2 development L2 learners L2 learning language as system language input language teaching methods language transfer language-centered methods language-centered pedagogy learner-centered pedagogists learning and teaching learning-centered methods learning-centered pedagogy linguistic input locutionary act Macrostrategy meaning meaning-based motivation Newbury House output perspective postmethod pedagogy Prabhu pragmatic knowledge/ability psycholinguistic refers relationship role second language acquisition second language learning sequence social sociocultural sociolinguistic specific speech act strategies structural linguistics structures studies target language task teacher education TESOL theoretical principles theory of language transformational grammar understanding Widdowson