The experience of language teaching:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2006
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Cambridge language teaching library
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XIII, 301 S. Ill., graph. Darst. |
| ISBN: | 0521847605 0521612314 9780521847605 9780521612319 |
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| 245 | 1 | 0 | |a The experience of language teaching |c Rose M. Senior |
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Datensatz im Suchindex
| _version_ | 1810996756211564544 |
|---|---|
| adam_text |
Contents
List of figures
χ
Acknowledgements
xi
Preface
xiii
Introduction
1
1
Establishing a framework for the book
14
1.1
Selecting the research approach
14
1.2
Conducting a grounded theory study
19
1.3
Identifying a framework
30
1.4
Conclusion
33
2
Training to be a language teacher
36
2.1
The appeal of language teaching
36
2.2
The training experience
39
2.3
Awakenings
48
2.4
Early days in the workforce
50
2.5
Conclusion
53
3
Becoming a committed language teacher
55
3.1
Starting out
55
3.2
Professional development
61
3.3
Maturing as a language teacher
67
3.4
Ongoing development
73
3.5
Conclusion
77
4
Establishing the learning environment
79
4.1
What communicative classrooms are like
79
4.2
Creating informal classroom atmospheres
81
4.3
The vital first few lessons
85
4.4
Exercising authority
97
4.5
Conclusion
100
5
The diversity of the language classroom
103
5.1
Students: the raw material of any language class
104
5.2
Factors influencing student behaviour and performance
105
5.3
Tensions within the language classroom
113
5.4
Conclusion
116
6
Managing individuals
6.1
Coping with individuals
6.2
Tuning in to class behaviour
6.3
Handling students with care
6.4
Conclusion
7
Teaching flexibly
7.1
The reality behind the myth
7.2
Experience-based language teaching
7.3
To thine own self be true
7.4
Why flexibility does not lead to chaos
7.5
Conclusion
8
Vitalising the language class
8.1
Responsive language classes
8.2
The role of humour in the language classroom
8.3
Activity-based language practice
8.4
Bringing the pedagogy alive
8.5
Conclusion
9
Maintaining the classroom community
9.1
Language classes as learning communities
9.2
Group dynamics in the language classroom
9.3
Community maintenance techniques
9.4
Conclusion
119
119
126
131
138
140
140
146
159
163
164
168
168
174
181
186
196
199
199
207
212
224
10
Frustrations and rewards
228
10.1
The English language boom
228
10.2
Major causes of frustration for language teachers
236
10.3
The rewards of language teaching
240
10.4
Conclusion
244
11
What drives language teachers
246
11.1
Standing back: a note of caution on assumptions
and beliefs
246
11.2
Assumptions and beliefs underpinning the
communicative approach
249
11.3
Values shared by experienced language teachers
262
11.4
Conclusion
267
12
Towards a teacher-generated theory of classroom
practice
12.1
Harmony and balance
12.2
A teacher-generated theory of classroom practice
12.3
Conclusion
References
270
270
277
286
289
Through the words of more than a hundred practising
language teachers The Experience of Ijmgiiage Teaching
provides a detailed picture of teaching and learning in
communicative classrooms, and provides a framework for
that they do. It covers a range of aspects of classroom life:
how teachers create environments suitable tor language
practice, how they get students 'on-side', how they manage
tricky students, how they vitalise the learning experience,
how they develop a spirit of community and so on. The book
demonstrates how paying attention to both the learning and
the social needs of their class groups enables language
teachers to behave in flexible ways that promote learning.
This book will be of interest to teachers, teacher educators,
researchers, and to anyone interested in
Unding
out what it
is like to be a language teacher at the present time. |
| adam_txt |
Contents
List of figures
χ
Acknowledgements
xi
Preface
xiii
Introduction
1
1
Establishing a framework for the book
14
1.1
Selecting the research approach
14
1.2
Conducting a grounded theory study
19
1.3
Identifying a framework
30
1.4
Conclusion
33
2
Training to be a language teacher
36
2.1
The appeal of language teaching
36
2.2
The training experience
39
2.3
Awakenings
48
2.4
Early days in the workforce
50
2.5
Conclusion
53
3
Becoming a committed language teacher
55
3.1
Starting out
55
3.2
Professional development
61
3.3
Maturing as a language teacher
67
3.4
Ongoing development
73
3.5
Conclusion
77
4
Establishing the learning environment
79
4.1
What communicative classrooms are like
79
4.2
Creating informal classroom atmospheres
81
4.3
The vital first few lessons
85
4.4
Exercising authority
97
4.5
Conclusion
100
5
The diversity of the language classroom
103
5.1
Students: the raw material of any language class
104
5.2
Factors influencing student behaviour and performance
105
5.3
Tensions within the language classroom
113
5.4
Conclusion
116
6
Managing individuals
6.1
Coping with individuals
6.2
Tuning in to class behaviour
6.3
Handling students with care
6.4
Conclusion
7
Teaching flexibly
7.1
The reality behind the myth
7.2
Experience-based language teaching
7.3
To thine own self be true
7.4
Why flexibility does not lead to chaos
7.5
Conclusion
8
Vitalising the language class
8.1
Responsive language classes
8.2
The role of humour in the language classroom
8.3
Activity-based language practice
8.4
Bringing the pedagogy alive
8.5
Conclusion
9
Maintaining the classroom community
9.1
Language classes as learning communities
9.2
Group dynamics in the language classroom
9.3
Community maintenance techniques
9.4
Conclusion
119
119
126
131
138
140
140
146
159
163
164
168
168
174
181
186
196
199
199
207
212
224
10
Frustrations and rewards
228
10.1
The English language boom
228
10.2
Major causes of frustration for language teachers
236
10.3
The rewards of language teaching
240
10.4
Conclusion
244
11
What drives language teachers
246
11.1
Standing back: a note of caution on assumptions
and beliefs
246
11.2
Assumptions and beliefs underpinning the
communicative approach
249
11.3
Values shared by experienced language teachers
262
11.4
Conclusion
267
12
Towards a teacher-generated theory of classroom
practice
12.1
Harmony and balance
12.2
A teacher-generated theory of classroom practice
12.3
Conclusion
References
270
270
277
286
289
Through the words of more than a hundred practising
language teachers The Experience of Ijmgiiage Teaching
provides a detailed picture of teaching and learning in
communicative classrooms, and provides a framework for
that they do. It covers a range of aspects of classroom life:
how teachers create environments suitable tor language
practice, how they get students 'on-side', how they manage
tricky students, how they vitalise the learning experience,
how they develop a spirit of community and so on. The book
demonstrates how paying attention to both the learning and
the social needs of their class groups enables language
teachers to behave in flexible ways that promote learning.
This book will be of interest to teachers, teacher educators,
researchers, and to anyone interested in
Unding
out what it
is like to be a language teacher at the present time. |
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| spelling | Senior, Rose M. Verfasser aut The experience of language teaching Rose M. Senior 1. publ. Cambridge [u.a.] Cambridge Univ. Press 2006 XIII, 301 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cambridge language teaching library Langage et langues - Étude et enseignement Sprache Language and languages Study and teaching Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014660807&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014660807&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Senior, Rose M. The experience of language teaching Langage et langues - Étude et enseignement Sprache Language and languages Study and teaching Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4018428-6 |
| title | The experience of language teaching |
| title_auth | The experience of language teaching |
| title_exact_search | The experience of language teaching |
| title_exact_search_txtP | The experience of language teaching |
| title_full | The experience of language teaching Rose M. Senior |
| title_fullStr | The experience of language teaching Rose M. Senior |
| title_full_unstemmed | The experience of language teaching Rose M. Senior |
| title_short | The experience of language teaching |
| title_sort | the experience of language teaching |
| topic | Langage et langues - Étude et enseignement Sprache Language and languages Study and teaching Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Langage et langues - Étude et enseignement Sprache Language and languages Study and teaching Fremdsprachenunterricht |
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