The Handbook of Language Teaching

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Michael H. Long, Catherine J. Doughty
John Wiley & Sons, Jul 5, 2011 - Education - 824 pages
Bringing together an international and interdisciplinary team of contributors, this Handbook is a wide-ranging and invaluable reference guide to language teaching.
  • A comprehensive reference work on language teaching, which combines the latest research findings, coverage of core topics, and examples of teaching experience from a variety of languages and settings
  • Provides a unique breadth of coverage, including: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation
  • Offers a balanced evaluation of the major positions and approaches, including examining the increasingly important social and political context of language teaching
  • Written by an international and interdisciplinary group of authors from a dozen different countries; English is only one of the many languages used as examples throughout the volume

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Language Teaching
History of Language Teaching
The LanguageLearning Brain
Sequences and Processes in Language
Generalizations and a Coda
TechnologyEnhanced Materials
Teaching and Testing Listening
Teaching and Testing Speaking

The Importance of CrossLinguistic
CognitivePsychological Processes
Monitored and Consolidated
Optimizing the Input Frequency
Nativelike Fluency and Selection
Bilingual and Immersion Programs
Heritage Language Programs
Specific Purpose Programs
Study Abroad Research Findings
Less Commonly Taught Languages
Third Language Acquisition Theory
Foreign and Second Language Needs
Syllabus Design
Advances in Materials Design
Teaching and Testing Writing
Teaching and Testing Grammar
Teaching and Testing Vocabulary
Teaching and Testing Pragmatics
TaskBased Teaching and Testing
Radical Language Teaching
Diagnostic Feedback in Language
ComputerAssisted Teaching
Language Teacher Education
Diffusion and Implementation
Current Trends in Classroom Research
Issues in Language Teacher Evaluation
What Do We Know about Effective Teaching?
Investigating the Effects
Program Evaluation
Author Index

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About the author (2011)

Michael H. Long is Professor of Second Language Acquisition in the School of Languages, Literatures, and Cultures at the University of Maryland. Recent publications include The Handbook of Second Language Acquisition, co-edited with Catherine Doughty (Wiley-Blackwell, 2003), Second Language Needs Analysis (2005), and Problems in Second Language Acquisition (2007).

Catherine J. Doughty is Senior Research Scientist and Second Language Acquisition Area Director at the Center for the Advanced Study of Language at the University of Maryland, and is an affiliate Professor of Second Language Acquisition at the University of Maryland. She is co-editor (with Michael Long) of The Handbook of Second Language Acquisition (Wiley-Blackwell, 2003).

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