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.
Chapter 1 Methods in Language Teaching: Historical Perspective
Chapter 2 Alternative Methods
Chapter 3 Robinsons 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
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.
