Product details:
| ISBN13: | 9781350438156 |
| ISBN10: | 1350438154 |
| Binding: | Paperback |
| No. of pages: | 208 pages |
| Size: | 234x156 mm |
| Language: | English |
| Illustrations: | 15 bw illus |
| 697 |
Category:
Second Language Teacher Education
A Cognitive and Evidence-Based Perspective
Publisher: Bloomsbury Academic
Date of Publication: 22 August 2024
Number of Volumes: Paperback
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Long description:
How do students acquire a second language? How can teachers most effectively teach a second language? How do students and teachers develop communication in the language classroom?
This textbook is written specifically for a language teacher education programme. It provides teachers with the opportunity to move away from a belief-based teaching approach to a fact-based teaching approach in order to connect knowledge and evidence with innovation. Alessandro G. Benati structures this book around ten key questions that have driven the field of second language learning and language teaching. This provides readers with a clear understanding of:
? the relationship between theory and research in second language acquisition and language teaching
? the nature and role of language and communication
? the results and implications of classroom-based research
Pedagogical features in each of the ten units include: call-out boxes highlighting main ideas, further clarification sections to explain key terms, tasks and quizzes at the end of each unit to consolidate learning, and a teacher education evaluation form at the end for readers to reflect on the programme.
This textbook is written specifically for a language teacher education programme. It provides teachers with the opportunity to move away from a belief-based teaching approach to a fact-based teaching approach in order to connect knowledge and evidence with innovation. Alessandro G. Benati structures this book around ten key questions that have driven the field of second language learning and language teaching. This provides readers with a clear understanding of:
? the relationship between theory and research in second language acquisition and language teaching
? the nature and role of language and communication
? the results and implications of classroom-based research
Pedagogical features in each of the ten units include: call-out boxes highlighting main ideas, further clarification sections to explain key terms, tasks and quizzes at the end of each unit to consolidate learning, and a teacher education evaluation form at the end for readers to reflect on the programme.
Table of Contents:
List of Illustrations
Introduction
1. What are the Basic Ingredients in Language Learning?
2. How Does the Language System Develop?
3. What are the Effects of Instructional Efforts in Language Learning?
4. What is Language? And What is its Relevance for the Language Classroom?
5. Is There a More Dynamic Way to Organize the Language Classroom?
6. How Do We Make Language Classrooms Input-Rich?
7. How Do We Develop Communication in the Language Classroom?
8. How Do We Teach Grammar and Correct Errors in the Language Classroom?
9. How Do We Develop Effective Language Tasks for the Language Classroom?
10. How Do We Best Use Technology in the Language Classroom?
11. Frequently Asked Questions
Second Language Teacher Education Programme: Evaluation Form
Introduction
1. What are the Basic Ingredients in Language Learning?
2. How Does the Language System Develop?
3. What are the Effects of Instructional Efforts in Language Learning?
4. What is Language? And What is its Relevance for the Language Classroom?
5. Is There a More Dynamic Way to Organize the Language Classroom?
6. How Do We Make Language Classrooms Input-Rich?
7. How Do We Develop Communication in the Language Classroom?
8. How Do We Teach Grammar and Correct Errors in the Language Classroom?
9. How Do We Develop Effective Language Tasks for the Language Classroom?
10. How Do We Best Use Technology in the Language Classroom?
11. Frequently Asked Questions
Second Language Teacher Education Programme: Evaluation Form
