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Research Methods in Language Learning
An introduction to research methods intended to help readers understand and evaluate research in language learning, this book presents a balanced, accessible view of a range of methods including:" formal experiments" introspective methods (including diaries, logs, journals, and stimulated recall" interaction and transcript analysis" case studiesIt emphasises the value to language teachers of reading published research, as well as initiating their own research. After completing the tasks and exercises in each chapter, readers should acquire sufficient skills and knowledge to formulate research questions, collect relevant data, analyse and interpret it, and report the results to others.
Affect in Language Learning
The affective domain and the emotional factors which influence language learning have been of interest in the field of language teaching for a number of years. By proposing a holistic approach to the learning process, this volume takes the position that the language learning experience will be much more effective when both affect and cognition are considered. The eighteen chapters discuss issues such as memory, anxiety, self-esteem, facilitation, autonomy, classroom activities, and assessment from the perspective of affect. Affect in Language Learning will be of interest to teachers-in-preparation, teachers, teacher educators, curriculum designers, programme administrators and researchers and to those second language teaching professionals who wish to improve language teaching through a greater awareness of the role affect plays.
Communicative Language Teaching
An introduction to communicative language teaching for practising classroom teachers.
Group Dynamics in the Language Classroom
Working, learning and living in groups is a central feature of humans, and therefore the study of groups called group dynamics is a vibrant academic field, overlapping diverse areas such as psychology, sociology, business studies and political science. It is also highly relevant to language education because the success of classroom learning is very much dependent on how students relate to each other, what the classroom climate is like, what roles the teacher and the learners play and, more generally, how well students can cooperate and communicate with each other. This innovative book addresses these issues and offers practical advice on how to manage language learner groups in a way that they develop into cohesive and productive teams. Educators interested in communicative language teaching will particularly welcome this book as a useful guide in their day-to-day teaching practice.
Task-Based Language Teaching
"A comprehensively revised edition of Designing tasks for the communicative classroom"--Cover.
Discourse and Context in Language Teaching
Recommends that language teachers incorporate discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. The authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge and language skills.
Teaching Languages to Young Learners
This book will develop readers' understanding of children are being taught a foreign language.
Principles of Course Design for Language Teaching
Outlines theoretical issues relevant to teaching second language courses.
The Experience of Language Teaching
The Experience of Language Teaching provides a detailed picture of teaching and learning in communicative classrooms.
Listening in the Language Classroom
This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner. Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008.
