English Language Materials Theory and Practice - Free download as PDF File English Language Teaching Materials: Theory and Practice Edited by Nigel. File Name: ruthenpress.info Download Link: English Language Teaching Materials Theory and. English Language Teaching Materials: Theory and Practice | 𝗥𝗲𝗾𝘂𝗲𝘀𝘁 𝗣𝗗𝗙 on ResearchGate | On Mar 22, , Nigel Harwood and others published.
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Download Citation on ResearchGate | On Jan 1, , I. McGrath and others published English Language Teaching Materials: Theory and Practice. PDF. Cite. Citation. Ian McGrath; English Language Teaching Materials: Theory and Practice, ELT Journal, Volume 67, Issue 1, 1 January English Language Teaching Materials: Theory and Practice of theoretical and practical pedagogical perspectives on materials design and development.
Techniques and Principles in Language Teaching. Diane Larsen-Freeman. Anthony Green. Book Description This volume provides an incisive overview of the current state of materials design in language teaching.
Read more. Product details Series: Cambridge Language Education Paperback: Cambridge University Press March 22, Language: English ISBN Tell the Publisher!
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This book is basically one long and boring lit review. It is definitely not worth the price. See the review. site Giveaway allows you to run promotional giveaways in order to create buzz, reward your audience, and attract new followers and customers. Learn more about site Giveaway.
This item: Theory and Practice Cambridge Language Education. Set up a giveaway. Customers who viewed this item also viewed. Despite the opportunities provided by blended learning and other Web-based initiatives, traditional books or print-based learning materials continue to play an important role in the lives of the majority of teachers and learners.
The reasons for this are various.
Although authentic materials are often recommended as an alternative to commercial materials, the scope of language teaching around the world today is such that few teaching institutions have the resources to abandon commercial materials. And Web-dependent learning is not always an option since, in many places, adequate resources for technology-based learning are not available.
Learning contexts, too, are often situation specic, and when commercial materials do not provide a good t with learners needs, teachers are often required either to adapt available materials or to design their own materials for a specic teachinglearning context.
In addition, the majority of the worlds English language teachers are not native speakers of English and may have limited teacher training for such teachers, well-designed materials can provide rich sources of learning input as well as facilitate teacher development. In second language teacher-education programs, however, insufcient attention is often given to the role of materials in language teaching. Teachers sometimes graduate from such programs with limited experience in materials design, evaluation, adaptation, and implementation.
The status of materials design is sometimes undervalued in graduate education, where it is regarded as a relatively trivial and theory-free activity. However, whereas materials design may seem an eminently practical activity, sound instructional materials cannot be created in a theoretical vacuum.
They draw on a wide variety of theoretical foundations, since they reect particular assumptions about the nature of language, of second language learning, and of second language teaching.
They should hence be informed by research and current knowledge drawn from relevant domains of applied linguistics, ix in this web service Cambridge University Press www. Materials design is also a special case of the application of the sophisticated kind of thinking that expert teachers possess, which is sometimes called pedagogical reasoning skills.
These are the special skills that enable language teachers to do the following: r To analyze potential lesson content i. To identify specic linguistic goals i.
James D. Brown is professor of second language studies at the University of Hawaii at Manoa. Anna C. Her main research interests focus on listening and reading development and vocabulary learning. Thomas S.
Farrell is professor of applied linguistics at Brock University, Canada. He has been a language teacher and language teacher educator since and has worked in Korea, Singapore, and Canada. Christine C. Goh is professor of linguistics and language education at the National Institute of Education, Nanyang Technological University, Singapore. Her interests include speaking and listening development, metacognition in language learning, small group talk and thinking, discourse intonation of speakers of English as an international language, teacher cognition, and managing change in English language education.
George M. Jacobs is a learning advisor at James Cook University Singapore. His interests include humane education, cooperative learning, student-centered learn- ing, extensive reading, the teaching of writing, and environmental education.
Renandya and Michael A. She teaches academic English and professional communication skills to graduate and undergraduate stu- dents. Angel Lin received her Ph. Angel Lin is well-respected for her versatile, interdisciplinary intellectual scholarship in language and identity studies, bilingual education, classroom dis- course analysis, and youth cultural studies. She has co-authored and edited 6 research books and over 70 research articles and book chapters. Ahmar Mahboob teaches applied linguistics at the University of Sydney, Australia.
He has published on a range of topics in linguistic language teaching, teacher education, language policy, educational linguistics, and World Englishes. He was also the associ- ate editor of Linguistics and the Human Sciences and serves on the editorial boards of a number of journals. He has organized a number of regional, national, and inter- national conferences and is the convenor and the cocreator of the Free Linguistics Conference.
He recently coauthored two books, one with Prof. Anna Siyanova-Chanturia is a senior lecturer in applied linguistics at Victoria University of Wellington. He has worked as a teacher, teacher trainer, curriculum developer, football coach, and university academic in Indonesia, Japan, Nigeria, Oman, Singapore, the UK, Vanuatu, and Zambia and has given pre- sentations in over sixty countries.
His research has focused on topics such as incidental vocabulary learning, measuring vocabulary knowledge, collocation, corpus-driven studies of vocabulary, and exten- sive viewing. Cathy S.