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Book Information

   
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Title: Pedagogical Reflections On Learning Languages In Instructed Settings
Edited By: Esther Usó-Juan
Maria Noelia Ruiz-Madrid
Description:

Pedagogical Reflections on Learning Languages in Instructed Settings is
intended to provide the latest pedagogical reflections that derive from
research in a variety of key areas within the discipline of language
learning. Thus, this volume aims at helping practising language teachers to
update their teaching methodology.

The book has fifteen chapters that are grouped around five sections. The
first section of the book includes three chapters, which outline past
approaches to language learning and highlight advances in our understanding
of how languages are likely to be learned and taught. These three chapters
provide the theoretical grounding for the rest of the volume by discussing
outstanding concepts in the language learning field, namely: those of
eclecticism (Chapter 1), communication (Chapter 2), and learner autonomy
(Chapter 3). The second section of the book contains three chapters, which
explore new directions in the field that have recently caught the attention
of language researchers and practitioners, namely: the Information and
Communication Technology (ICT) in language learning (Chapter 4) the use of
language corpora (Chapter 5) and finally, the use of the portfolio as a new
assessment tool responding to new pedagogical demands (Chapter 6). The
third section of the book consists of three chapters, which discuss the
role of learners’ individual variables such as affect (Chapter 7), learning
styles (Chapter 8), and learning strategies (Chapter 9), crucial for
understanding the nature of language learning. The fourth section of the
book has five chapters and provides insights into understanding the nature
of the four language skills, that is to say, listening (Chapter 10),
speaking (Chapter 11), reading (Chapter 12) and writing (Chapter 13). This
section also addresses the issue of assessment with the aim of increasing
awareness on the duality teaching/assessing and its pedagogical dimension
(Chapter 14). The book concludes with the fifth section, which includes a
single chapter, that pulls all aforementioned topics together and
highlights connections to a student-centred approach, which involves a
reformulation of language teachers’ teaching practices (Chapter 15).

Publication Year: 2008
Publisher: Cambridge Scholars Publishing
Review: Not available for review. If you would like to review a book on The LINGUIST List, please login to view the AFR list.
BibTex: View BibTex record
Linguistic Field(s): Applied Linguistics
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Paperback
ISBN: 1847189997
ISBN-13: 9781847189998
Pages: 341
Prices: U.K. £ 19.99