Techniques and Principles in Language Teaching 3rd edition. Marti Anderson

Чтение книги онлайн.

      Great Clarendon Street, Oxford 0X2 6DP

      Oxford University Press is a department of the University of Oxford.

      It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in

      Oxford New York

      Auckland Cape Town Dar es Salaam Hong Kong Karachi

      Kuala Lumpur Madrid Melbourne Mexico City Nairobi

      New Delhi Shanghai Taipei Toronto

      With offices in

      Argentina Austria Brazil Chile Czech Republic France Greece

      Guatemala Hungary Italy Japan Poland Portugal Singapore

      South Korea Switzerland Thailand Turkey Ukraine Vietnam

      OXFORD and OXFORD ENGLISH are registered trade marks of

      Oxford University Press in the UK and in certain other countries

      © Oxford University Press 2011

      The moral rights of the author have been asserted

      Database right Oxford University Press (maker)

      First published 2011

      2016 2015 2014 2013 2012

      10 9 8 7 6 5 4 3

      No unauthorized photocopying

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer

      Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content

      ISBN: 978 0 19 442360 1

      Printed in China

      This book is printed on paper from certified and well-managed sources.

      ACKNOWLEDGEMENTS

      The authors and publisher are grateful to those who have given permission to reproduce the following extract of copyright material: p.214 Screenshot from Facebook (http://www.facebook.comhttp://www.facebook.com). Reproduced by kind permission of Facebook.

      Sources: p.215 www.wikipedia.comwww.wikipedia.com; p.205 The British National Corpus

      Illustrations by: Chris Pavely pp. 26, 38, 53, 56, 72, 87, 89, 106, 118, 135, 153, 172, 183, 188, 193.

      This title originally appeared in the series Teaching Techniques in English as a Second Language, edited by Russell N Campbell and William E Rutherford (First Edition 1986; Second Edition 2000).

      In memory of my parents, Elaine and Randolph Larsen, with heartfelt gratitude for their love and encouragement

      In memory of my mother, Mavis Anderson, and in honor of my father, Elmer Anderson, who both inspired me to be curious and compassionate

      Acknowledgments

      We thank the readers of the first and second editions of this book. Your invaluable feedback and input have helped to shape this third edition.

      The approach we have used in this book, as in the previous two editions, is based on our experience in teaching the methods/approaches course at the Master of Arts in Teaching Program at the School for International Training. This book would not have been written in the first place if it had not been for the influence of colleagues and students there. We are indeed grateful for the time we spent in this wonderful community.

      Marti would like to thank Diane for being an inspiring teacher and mentor as well as beloved colleague and friend. Working with her on this project has been a great privilege.

      Diane would like to thank Marti for her willingness to join her in this project and her ‘can-do’ attitude throughout. Diane is counting on Marti to make this project her own and carry it into the future.

      We wish to thank our life partners for their encouragement and support.

      For the initial faith they showed and for their continued encouragement and helpful suggestions, Diane acknowledges with gratitude the editors of this series, Russell Campbell and William Rutherford.

      It has also been a pleasure working with the professionals at Oxford University Press. For this edition, we want to acknowledge Julia Bell’s helpfulness especially, and Ann Hunter’s and Keith Layfield’s skillful copy-editing.

      In addition, this book has benefited from the fact that leading methodologists and colleagues have generously responded to requests for feedback on portions of this manuscript, either the previous edition or the current one. We are indebted to Earl Stevick (To the Teacher Educator), Shakti Gattegno (Silent Way), Georgi Lozanov, Allison Miller, and Tetsuo Nishizawa (Desuggestopedia), Jennybelle Rardin and Pat Tirone (Community Language Learning), James Asher (Total Physical Response), Marjorie Wesche and Ann Snow (Content-based Instruction), Elsa Auerbach (Participatory Approach), and Leo van Lier and Mat Schulze (Technology). Their comments have made us feel more confident of our interpretation and representation. Any errors of interpretation are entirely our responsibility, of course.

      List of Acronyms

      To the Teacher Educator

      The Work of Language Teaching

      The work of teaching is simultaneously mental and social. It is also physical, emotional, practical, behavioral, political, experiential, historical, cultural, spiritual, and personal. In short, teaching is very complex, influenced not only by these 12 dimensions and perhaps others, but also requiring their contingent orchestration in support of students’ learning. When language teaching in particular is in focus, the complexity is even greater, shaped by teachers’ views of the nature of language, of language teaching and learning in general, and by their knowledge of the particular sociocultural setting in which the teaching and learning take place (Adamson 2004). Indeed, research has shown that there is a degree of shared pedagogical knowledge among language teachers that is different from that of teachers of other subjects (Gatbonton 2000; Mullock 2006). Nonetheless, each teacher’s own language learning history is also unique. The way that teachers have been taught during their own ‘apprenticeship of observation’ (Lortie 1975) is bound to be formative. There is also the level of complexity at the immediate local level, due to the specific and unique needs of the students СКАЧАТЬ