Defining Issues in English Language Teaching
OUP Oxford, 2003 - 193 σελίδες
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.
Τι λένε οι χρήστες - Σύνταξη κριτικής
Δεν εντοπίσαμε κριτικές στις συνήθεις τοποθεσίες.
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
Άλλες εκδόσεις - Προβολή όλων
accepted achieved activities actually analysis appear applied linguistics approach appropriate argued assumption attention authority become bilingual called chapter claim classroom communicative competence concerned Consider context conventions corpus course defined depends descriptions designed dictionary direct discourse discussion distinct earlier effect encoded English enquiry essentially evidence example experience exploited expression fact foreign function give given global grammar guage ideas involves issues kind knowledge language teaching learners learning linguistic matter meaning mediation native speakers nature necessarily objective obvious occur particular pedagogic performed possible potential practice pragmatic present principle problem proper proposed question reality realized reason reference relationship relevance represent resource seems seen semantic sense social speak specific spread standard suggest taken talk teachers theory things tion users varieties
Text, Context, Pretext: Critical Isssues in Discourse Analysis
H. G. Widdowson
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