For use in courses on language teaching methodology and teacher preparation , this book also serves as an invaluable source for courses in language cur riculum development, materials development, and teaching practice. The auth or views effective language teaching as a network of interactions involving the curriculum, methodology, the teacher, the learner, and instructional m aterials (hence the metaphor of a matrix). Each chapter discusses and exami nes the theoretical and practical dimensions of a central issue in language teaching. Among the topics covered are curriculum development, designing i nstructional materials, teaching listening, speaking, reading and writing, the nature of effective teaching, self-monitoring in teacher development, a nd language and content. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The em phasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.

Bestandsnummer des Verk�ufers RWARE0000070973

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Bibliografische Details

Titel

The Language Teaching Matrix: Curriculum, .

Verlag

Cambridge University Press, US

Erscheinungsjahr

1990

Sprache

Englisch

ISBN-10

0521387949

ISBN-13

9780521387941

Einband

Paperback

Zustand

Good

Verk�uferkataloge

Teaching English::General

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Inhaltsangabe

Richards explains how effective language teaching involves a network of interactions between curriculum, methodology, teachers, learners, instructional materials. Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Topics covered include the nature of effective teaching, self-monitoring in teacher development, language and content, and teaching listening, speaking, reading and writing. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.

Cr�ticas

"...gives needed suggestions for this often-neglected aspect of ESL instruction and is a worthy contribution to the field of applied linguistics." TESOL Quarterly "...an inspiring book that calls on language teachers to reflect on their work, monitor themselves...and grow by analysing their failures, never standing still, but exploring in interaction with their students how they can best facilitate language learning." EFL Gazette

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