Critical Appraisal of Language Teaching Methodology

Erscheinungsjahr 2021
ISBN: 978-1-77469-186-1
Verlag: Society Publishing

Buch, Englisch, 357 Seiten, Hardback, Format (B × H): 152 mm x 229 mm

Language teaching methodology briefly overview methods in language teaching from a historical perspective then provide different alternative methods in language teaching. The purpose of this book is to strengthen critical appraisal of language teaching methodology and to promote the critical thinking of the graduated and postgraduate students about the main concerns English teaching and learning. This book briefly outlines the main concepts in language teaching methodology by providing a brief historical overview along with outlining the key issues in language teaching. Subsequent, the book provides a critical look at foreign language learner, computer-assisted language learning (CALL), Corpus Linguistics, different types of learning, instruction, and programs.

Autoren/Hrsg.

Barjesteh, Hamed

Shirzad, Shaghayegh

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

- Chapter 1 Methods in Language Teaching: Historical Perspective
- Chapter 2 Alternative Methods
- Chapter 3 Robinson’s Theories and Hypotheses on Attention
- Chapter 4 Authenticity as Conceptualized by Breen and Widdowson
- Chapter 5 Corpus Linguistics
- Chapter 6 Critical Look at Foreign Language Learner
- Chapter 7 Critical Look at Foreign Language Literacy
- Chapter 8 The Problems That Kumaravadivelu Enumerated Regarding Eclecticism
- Chapter 9 Experiential Learning
- Chapter 10 Programs and Models for the Integration of Content and Language Learning: Immersion/ Submersion Program; Sheltered Instruction, and Adjunct Model
- Chapter 11 Reconstructionism
- Chapter 12 Project-Based Instruction: Merits, Demerits
- Chapter 13 Future Trends in Language Teaching Methodologies
- Chapter 14 Instructed Second Language Acquisition
- Chapter 15 Interlanguage(s)
- Chapter 16 Internalization
- Chapter 17 Are We Teaching Knowledge, Skill or Ability?
- Chapter 18 Language Awareness
- Chapter 19 Foreign Language Learner Autonomy
- Chapter 20 Noticing the Gap vs. Noticing the Hole
- Chapter 21 Attention From Van Lier Perspective
- Chapter 22 Multicompetence
- Chapter 23 Neo-Behaviorism in Language Teaching
- Chapter 24 Paradigm Shift
- Chapter 25 What Is Needs Analysis?
- Chapter 26 Schema and Background Knowledge
- Chapter 27 Socratic Method of Teaching
- Chapter 28 Grammatical versus Communicative Functions

Über Autor(innen)

Hamed Barjesteh is an assistant professor of Education, Professor of applied linguistics, and a faculty member of Islamic Azad University, Ayatollah Amoli branch, Amol, Iran. A teacher educator for 20 years, Hamed Barjesteh has published several books and articles on teaching English to young and adult language learners and presented at conferences at various national and international levels. He has trained teachers and supervised many MA theses and Ph.D. dissertations. He serves as the head of English Language department, an editor and a reviewer for various journals and conferences. His research interests lies in the field of critical language pedagogy, thinking skills in language learning, Critical Language testing, dynamic assessment, and corrective feedback.