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Improving Foreign Language Teaching: Towards a research-based curriculum and pedagogy [Pehme köide]

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(University of Oxford, UK), (University of Oxford, UK), (University of Reading, UK)
  • Formaat: Paperback / softback, 216 pages, kõrgus x laius: 246x174 mm, kaal: 408 g, 12 Tables, black and white; 3 Line drawings, black and white; 2 Halftones, black and white
  • Ilmumisaeg: 14-Sep-2015
  • Kirjastus: Routledge
  • ISBN-10: 1138779504
  • ISBN-13: 9781138779501
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Improving Foreign Language Teaching: Towards a research-based curriculum and pedagogySuurem pilt
  • Formaat: Paperback / softback, 216 pages, kõrgus x laius: 246x174 mm, kaal: 408 g, 12 Tables, black and white; 3 Line drawings, black and white; 2 Halftones, black and white
  • Ilmumisaeg: 14-Sep-2015
  • Kirjastus: Routledge
  • ISBN-10: 1138779504
  • ISBN-13: 9781138779501
Teised raamatud teemal:
Teised raamatud sellest sooduspakkumisest: Taylor & Francis humanitaariaraamatud International Student Editions hindadega
Püsilink: https://www.kriso.ee/db/9781138779501.html
Märksõnad:
Improving Foreign Language Teaching provides teachers and teacher trainers with a research-based structure for the effective teaching and assessment of second languages. As well as outlining a model for teacher development, the book identifies and exemplifies eight key principles for effective language learning, which can be used to guide curriculum design and decisions about classroom pedagogy. Improving Foreign Language Teaching also presents practical activities, related materials, and guidance on how student progress can be monitored and recorded.

Based on the research of the authors and other international experts, together with the work of a consortium established by the authors and teachers in a range of secondary schools, the book focusses on the development of language skills and communicative competence. It also proposes an assessment system which better reflects how learners progress in language learning than current models.

Taking as its starting point the challenge of a curriculum in flux and complex pedagogical approaches, this book offers clear research-informed guidance for effective planning, teaching and learning. It will be essential reading for all those concerned with the improvement of language learning and teaching in the secondary classroom.
1 The problem with `improving language learning'
1(9)
1.1 The language learning industry
1(2)
1.2 Something about this book
3(2)
1.3 The project: The Professional Development Consortium in Modern Foreign Languages
1.4 The project principles
5(1)
1.5 Motivation to learn a language
6(2)
1.6 The grammar debate
8(1)
1.7 Second language learning contexts
9(1)
2 Oral interaction in the second language classroom
10(21)
2.1 Situating the discussion
10(1)
2.2 The role of the first language in oral interaction
11(5)
2.3 The oral interaction principles
16(10)
2.4 Student teachers' views regarding the principles
26(5)
3 Reading and listening: Developing knowledge and making the most of it
31(37)
3.1 Situating the discussion
31(2)
3.2 Reading and listening in L1: How do we do it?
33(6)
3.3 Reading and listening in an L2: Challenge and complexity
39(2)
3.4 Developing L2 reading and listening
41(20)
3.5 The PDC principles for reading and listening
61(7)
4 Developing the learner through writing: Recursion and compromise
68(25)
4.1 Situating the discussion
68(1)
4.2 The gap in L2 writing proficiency
69(1)
4.3 A model of L2 writing
70(1)
4.4 Josh: A case study of an L2 writer
71(9)
4.5 Strategies for bridging the writing gap
80(3)
4.6 Themes in the writing research literature
83(10)
5 A pedagogical assessment system
93(32)
5.1 Introduction
93(1)
5.2 Objectives and domains of assessment
93(2)
5.3 Categorization of language content
95(2)
5.4 Exam type
97(1)
5.5 Exam levels
97(1)
5.6 Test validity
98(1)
5.7 Test reliability
99(1)
5.8 Progression in second language acquisition
100(6)
5.9 The PDCinMFL pedagogical assessment system
106(19)
6 Preparing to become and continuing to be a language teacher
125(18)
6.1 Introduction
125(1)
6.2 Initial Teacher Education (ITE) and the role of research
125(2)
6.3 Teacher continuing professional development
127(2)
6.4 Barriers to engagement with research findings
129(3)
6.5 Can engaging with research findings change teachers' beliefs?
132(5)
6.6 Can engaging with research findings change teachers' practice?
137(2)
6.7 Teacher self-efficacy
139(4)
7 The PDCinMFL project
143(22)
7.1 Introduction
143(1)
7.2 Teacher development in the PDCinMFL
143(5)
7.3 Evaluating the impact on participants' pedagogical understanding and practice
148(17)
8 Putting the principles into practice
165(16)
8.1 Introduction
165(1)
8.2 Presenting and discussing the eight pedagogic principles
165(1)
8.3 Document-based materials
166(6)
8.4 Video-based materials
172(7)
8.5 Joining and setting up clusters
179(1)
8.6 Evaluating impact
179(2)
9 By way of conclusion
181(5)
9.1 Working with the gap
181(1)
9.2 Challenge, self-efficacy and attributions
182(1)
9.3 The nature of professional learning
183(1)
9.4 Barriers to change
184(1)
9.5 A final note of optimism
185(1)
References 186(12)
Appendix: Assessment framework for MFL 198(12)
Index 210
Ernesto Macaro is Professor of Applied Linguistics at Oxford University Department of Education (OUDE), UK.



Suzanne Graham is Professor of Language and Education at the Institute of Education, University of Reading, UK.



Robert Woore is a lecturer in Applied Linguistics at Oxford University Department of Education (OUDE), UK.