The Language Teaching Matrix
Cambridge University Press, Feb 23, 1990 - Foreign Language Study - 185 pages
For use in courses on language teaching methodology and teacher preparation, this book also serves as an invaluable source for courses in language curriculum development, materials development, and teaching practice. The author views effective language teaching as a network of interactions involving the curriculum, methodology, the teacher, the learner, and instructional materials (hence the metaphor of a matrix). Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Among the topics covered are curriculum development, designing instructional materials, teaching listening, speaking, reading and writing, the nature of effective teaching, self-monitoring in teacher development, and 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 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.
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Curriculum development in second language teaching
Designing instructional materials for teaching listening
approaches to the teaching
A profile of an effective reading teacher
writing in a second
academic Aphek appropriate aspects assessment behaviors bilingual education bottom-up processing Brown and Yule Chapter classroom activities classroom management cognitive cognitive dimension communication Communicative Language Teaching complete conversation coq au vin criterion-referenced test diary dimensions discussed educational effective teaching English evaluation example exercise experiences factors feedback fluency focus focused foreign language functions goals grammatical identify instructional materials interaction interview involved kinds language proficiency language program language teaching learning strategies lesson linguistic methodology methods monitor native speakers needs analysis objectives observation participants Participate productively planning practice problems procedures purposes questions reading READING ACTIVITY recording reflects revising role schema second language acquisition self-monitoring self-report inventories self-reports sentence skills social specific structure successful syllabus teachers and learners teaching point techniques TESOL tests Tikunoff top-down processing topic transactional understand vocabulary words writing process YES/NO