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Overview
When  we planned  this book,  we wanted  to  provide  an introduction  to  the  field  of foreign  and  L2 teaching and learning written  by top scholars in the  field. We wanted to provide more  background to key topics than  is typically  contained  in dictionaries  and encyclopedias  yet, at the  same time, to keep entries shorter than the typical book chapter.  Although  we wanted  entries to be  accessible to the  non-specialist,  we  also  wanted  the  topics  to  be  dealt  with  in  some  depth.  At  the  end  of  each chapter,  we  wanted  the  reader  to  know  the  history  and  evolution  of  the  topic  discussed,  be familiar  with  key  issues  and  questions,  be conversant  with  the  research  that  has  been  carried  out, and  have  some  idea  of  future  trends  and  directions.  We  hope  these  objectives  have  been  met  in
each case.

The  book  is  aimed  at  teachers,  teachers  in  preparation,  and  undergraduate  and  graduate students   of  language  education   and   applied  linguistics.  It  is  intended  to  provide   a  general background  as well as to provide pointers for  those who want a more detailed knowledge  of any of the  topics  introduced  here.  The  latter  is  given  in  references  to  the  literature  throughout  each chapter  and  also  in  the  list  of key  readings at  the  end  of  each  chapter.  Each  list  of  key  readings provides  abbreviated  details, with  full  publication  details  in the  list  of references at  the  end  of  the book. We are conscious that  some will feel that topics have been  left  out  and,  of course, omissions and  absences can be identified  in any book due, in part at least, to the predilections and  preferences of the authors and editors. For  example, we are conscious that chapters could have been provided in  the  rapidly  developing  areas  of pragmatics and corpus  linguistics. We  could  have  provided a chapter on communicative language teaching as the most  well  established  of methodologies  of  the late  twentieth  century.  We  hope  that  these  and  related  topics  are  treated  and  developed  in  other chapters  in  the book  and  that  the index provided  will help readers  to  navigate  topics  and  themes which  are not necessarily  signalled  in  individual  chapter  headings. We  also  provide  a glossary  at the end  of the book; this is not  a comprehensive glossary of the terms used in TESOL but  refers  to the  terms most  frequently  used  in the chapters  in this book.  Key terms  in the  text  are  highlighted in bold, and many  of these appear in the glossary.

There  is  no  immutable  logic  to  the  order  in  which  the  chapters  in  the  book  have  been arranged.  We  have  placed  chapters  concerned  with  language  organisation  and  basic  skills  at  the beginning  since,  in  part at  least,  many  of  the  other  chapters  derive  progressively  from  this  base. There  is, however,  no  reason  why  the  chapters  cannot  be  read  in  a  different  sequence.  Similarly, there  is  the  following  basic  structure  to  each  chapter: introduction,  background, overview  of research, consideration  of  the  relevance  to classroom  practice, reflection  on current  and  future trends  and directions and  a conclusion. Although  the  structure  does not  apply  equally to  all topics, authors  of chapters have followed  this framework as far as possible.
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Info
Pages: 306
Languages: English
ISBN: 978-1316-6318
Publisher: Cambridge
Published: 11 Feb 2017
About Publisher
  • Cambridge
    Cambridge English combines the experience and expertise of two world-leading departments of the University of Cambridge - Cambridge University Press and Cambridge English Language Assessment. Together, we deliver real-life English language learning, teaching and assessment through world-class research and a profound commitment to delivering educational value for the benefit of society as a whole.
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