An introduction to evidence-based teaching in the English language classroom: theory and practice
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Shoreham by Sea, West Sussex
Pavilion Publishing and Media Ltd
2021
|
| Schriftenreihe: | Teaching English
Pavilion ELT |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Literaturverzeichnis Seiten 255-286 |
| Beschreibung: | 286 Seiten Illustrationen |
| ISBN: | 9781913414894 |
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Datensatz im Suchindex
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| adam_text | Contents Part 1: Theory.................................................................................. 5 1. Why do we need an evidence-based approach?..................................7 Why do we sear meat?................................................................................. 7 The evidence-based revolution.................................................................... 8 What is an evidence-based approach?..................................................... 10 Best practice in ELT..................................................................................11 What an evidence-based approach is not ...............................................16 Criticisms of an evidence-based approach ..................... 17 Research tips: How to be a careftil consumer ....................................... 18 In summary................................................................................................19 2. Science and neuroscience ..........................................................................21 How the brain works ... and how it doesn’t work................................. 22 Teaching makes a difference to brain function and learning............... 25 The brain is plastic: its structure can change based on what it does ... 29 Addressing misconceptions about how the brain works ...................... 30 The future of neuroscience in teacher education and teaching ........... 35 Research tips: Reading outside of ELT....................................................36 In
summary................................................................................................37 3. Psychology and cognitive science..........................................................41 Prior knowledge........................................................................................ 41 Memory: where we store knowledge........................................................47 Cognitive load theory ........................... 48 Research tips: Some common terms ........................................................54 In summary............................................................................................... 55 4. Second language acquisition....................................................................59 ‘Language learners need input’ ..............................................................59 ‘Language learners need output and interaction’................................... 60 ‘Learners have limits on when they can acquire forms’ ........................ 63 ‘It is beneficial for learners to learn language in chunks’ .................... 67 ‘Feedback is beneficial’ .............................................................................69 An Introduction to Evidence-Based Teaching in the English Language Classroom: Theory and Practice © Pavilion Publishing and Media Ltd and its licensors 2021 1
Contents ‘Learners need meaningful practice ................................................ ‘Instruction is effective’ ........................................................................ Research tips: Where to find research ................................... Research-based principles which can help to inform teaching . In summary............................................................................................ 5. Educational research ........................................................................... Practice ................................................................................................... Retrieval.................................................................................................. Elaboration ............................................................................................. Combining strategies ........................................................................... What this means for the English language learning classroom Research tips: How to evaluate research ....................................... In summary............................................................................................. Part 2: Practice Application of evidence to English language teaching .71 ,73 .75 .78 .80 .87 .87 .91 .94 .96 .96 103 105 111 113 1. Using empirical research and science versus relying on intuition.............................................................................................................HO Relying on intuition: using techniques with no evidence base ........... 115 Using empirical
research and evidence in the classroom....................... 128 Key takeaways ....................................................................................................129 2. Explicit teaching versus discovery learning for beginners .....133 What is discovery learning? ............................................................................ 133 What is explicit instruction? ...........................................................................138 Key takeaways .................................................................................................... 142 3. Vocabulary strategies that work versus those that don’t..........145 Questioning popular vocabulary strategies ................................................147 Strategies that are effective............................................................................ 151 Key takeaways.......................................................................... 156 4. Aiming for native-like pronunciation versus aiming for intelligibility .......................................................... Sounding native-like .............................. Key takeaways ................................... An introduction to Evidence-Based Teachi ing in the English Language Classroom: Theory and Practice © Pavilion Publishing and Media Ltd and its licensors 2021
Contents 5. Activating and building background knowledge versus teaching skimming and scanning....................................................... 175 Skimming and scanning: what are they? ............................................. 175 Activating and building background knowledge.................................. 180 Key takeaways....................................................................................... 186 6. Direct and explicit feedback versus indirect and implicit feedback......................................................................................................... 189 What are the arguments for and against error correction? ................ 189 Types of error......................................................................................... 190 Types of corrective feedback ..................................................................191 Written feedback ....................................................................................192 Research into the effectiveness of written corrective feedback .......... 193 Oral and non-verbal feedback................................................................196 Key takeaways....................................................................................... 201 7. Practice testing versus highlighting or underlining for learning.....................................................................................................205 Highlighting/underlinmg...................................................................... 205 Practice
testing...................................................................................... 209 Key takeaways....................................................................................... 217 8. Learners’ first language: using it versus banning it.....................223 The history of monolingual teaching.................................................... 224 Factors to consider in monolingual teaching ....................................... 225 Using LÍ: What does the research and evidence say?.... ......................227 Key takeaways....................................................................................... 234 9. Metacognitive strategies versus 21st century skills .................. 237 What are 21st century skills? ............................................................... 237 What is metacognition?......................................................................... 244 Is metacognition effective?.................................................................... 246 Using metacognitive strategies in ELT................................................ 248 Key takeaways....................................................................................... 249 Bibliography......................................................................................................255 An Introduction to Evidence-Based Teaching in the English Language Classroom: Theory and Practice © Pavilion Publishing and Media Ltd and its licensors 2021
Theory and Practice Do you want to learn more about the evidence, or lack of evidence, supporting common teaching strategies and procedures? An Introduction to Evidence-Based Teaching in English Language Classroom compiles the evidence in one place for you whilst equipping you with the tools and confidence to critically apply evidence-informed ideas and understand which ideas and practices are not supported by evidence, so you are then able to evaluate strategies and interventions in the English Language classroom that have evidence to support or refute them. This practical and accessible resource begins by identifying what ‘evidence-based teaching’ is and then outlines the key strategies, briefly describing how and why they are supported by evidence. It explains where you can find research to back up evidence-based practice; looks at the importance of evidence for how the brain works and how this knowledge helps to combat erroneous beliefs about teaching and learning and reveals how the memory works as well as cognitive load theory, and the evidence for this. As a result, you will deepen your understanding of evidence-based teaching strategies and interventions; increase your knowledge of the importance of prior knowledge to teaching and learning, and the evidence for this; and will be able to contrast evidence-based ideas and practices with other teaching interventions not supported by research. The second part of the book moves on to show the practical application of these strategies in ELT with concrete examples and activities. Each chapter concludes with key takeaways
and a set of references. So whether you are leading initial or in-service teacher training or are a teacher who is interested in evidence-based teaching in English Language classes this is the book for you.
|
| adam_txt |
Contents Part 1: Theory. 5 1. Why do we need an evidence-based approach?.7 Why do we sear meat?. 7 The evidence-based revolution. 8 What is an evidence-based approach?. 10 Best practice in ELT.11 What an evidence-based approach is not .16 Criticisms of an evidence-based approach . 17 Research tips: How to be a careftil consumer . 18 In summary.19 2. Science and neuroscience .21 How the brain works . and how it doesn’t work. 22 Teaching makes a difference to brain function and learning. 25 The brain is plastic: its structure can change based on what it does . 29 Addressing misconceptions about how the brain works . 30 The future of neuroscience in teacher education and teaching . 35 Research tips: Reading outside of ELT.36 In
summary.37 3. Psychology and cognitive science.41 Prior knowledge. 41 Memory: where we store knowledge.47 Cognitive load theory . 48 Research tips: Some common terms .54 In summary. 55 4. Second language acquisition.59 ‘Language learners need input’ .59 ‘Language learners need output and interaction’. 60 ‘Learners have limits on when they can acquire forms’ . 63 ‘It is beneficial for learners to learn language in chunks’ . 67 ‘Feedback is beneficial’ .69 An Introduction to Evidence-Based Teaching in the English Language Classroom: Theory and Practice © Pavilion Publishing and Media Ltd and its licensors 2021 1
Contents ‘Learners need meaningful practice . ‘Instruction is effective’ . Research tips: Where to find research . Research-based principles which can help to inform teaching . In summary. 5. Educational research . Practice . Retrieval. Elaboration . Combining strategies . What this means for the English language learning classroom Research tips: How to evaluate research . In summary. Part 2: Practice Application of evidence to English language teaching .71 ,73 .75 .78 .80 .87 .87 .91 .94 .96 .96 103 105 111 113 1. Using empirical research and science versus relying on intuition.HO Relying on intuition: using techniques with no evidence base . 115 Using empirical
research and evidence in the classroom. 128 Key takeaways .129 2. Explicit teaching versus discovery learning for beginners .133 What is discovery learning? . 133 What is explicit instruction? .138 Key takeaways . 142 3. Vocabulary strategies that work versus those that don’t.145 Questioning popular vocabulary strategies .147 Strategies that are effective. 151 Key takeaways. 156 4. Aiming for native-like pronunciation versus aiming for intelligibility . Sounding native-like . Key takeaways . An introduction to Evidence-Based Teachi ing in the English Language Classroom: Theory and Practice © Pavilion Publishing and Media Ltd and its licensors 2021
Contents 5. Activating and building background knowledge versus teaching skimming and scanning. 175 Skimming and scanning: what are they? . 175 Activating and building background knowledge. 180 Key takeaways. 186 6. Direct and explicit feedback versus indirect and implicit feedback. 189 What are the arguments for and against error correction? . 189 Types of error. 190 Types of corrective feedback .191 Written feedback .192 Research into the effectiveness of written corrective feedback . 193 Oral and non-verbal feedback.196 Key takeaways. 201 7. Practice testing versus highlighting or underlining for learning.205 Highlighting/underlinmg. 205 Practice
testing. 209 Key takeaways. 217 8. Learners’ first language: using it versus banning it.223 The history of monolingual teaching. 224 Factors to consider in monolingual teaching . 225 Using LÍ: What does the research and evidence say?. .227 Key takeaways. 234 9. Metacognitive strategies versus 21st century skills . 237 What are 21st century skills? . 237 What is metacognition?. 244 Is metacognition effective?. 246 Using metacognitive strategies in ELT. 248 Key takeaways. 249 Bibliography.255 An Introduction to Evidence-Based Teaching in the English Language Classroom: Theory and Practice © Pavilion Publishing and Media Ltd and its licensors 2021
Theory and Practice Do you want to learn more about the evidence, or lack of evidence, supporting common teaching strategies and procedures? An Introduction to Evidence-Based Teaching in English Language Classroom compiles the evidence in one place for you whilst equipping you with the tools and confidence to critically apply evidence-informed ideas and understand which ideas and practices are not supported by evidence, so you are then able to evaluate strategies and interventions in the English Language classroom that have evidence to support or refute them. This practical and accessible resource begins by identifying what ‘evidence-based teaching’ is and then outlines the key strategies, briefly describing how and why they are supported by evidence. It explains where you can find research to back up evidence-based practice; looks at the importance of evidence for how the brain works and how this knowledge helps to combat erroneous beliefs about teaching and learning and reveals how the memory works as well as cognitive load theory, and the evidence for this. As a result, you will deepen your understanding of evidence-based teaching strategies and interventions; increase your knowledge of the importance of prior knowledge to teaching and learning, and the evidence for this; and will be able to contrast evidence-based ideas and practices with other teaching interventions not supported by research. The second part of the book moves on to show the practical application of these strategies in ELT with concrete examples and activities. Each chapter concludes with key takeaways
and a set of references. So whether you are leading initial or in-service teacher training or are a teacher who is interested in evidence-based teaching in English Language classes this is the book for you. |
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| spelling | Lethaby, Carol Verfasser (DE-588)1255070765 aut An introduction to evidence-based teaching in the English language classroom theory and practice Carol Lethaby, Russell Mayne and Patricia Harries Shoreham by Sea, West Sussex Pavilion Publishing and Media Ltd 2021 286 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Teaching English Pavilion ELT Literaturverzeichnis Seiten 255-286 Englischunterricht (DE-588)4014801-4 gnd rswk-swf Mehrsprachigkeit (DE-588)4038403-2 gnd rswk-swf Classroom environment Englischunterricht (DE-588)4014801-4 s Mehrsprachigkeit (DE-588)4038403-2 s DE-604 Mayne, Russell Verfasser (DE-588)1288948166 aut Harries, Patricia Verfasser (DE-588)1288950764 aut Erscheint auch als Online-Ausgabe, PDF 978-1-913414-91-7 Erscheint auch als Online-Ausgabe, EPUB 978-1-913414-90-0 Erscheint auch als Online-Ausgabe, mobi 978-1-913414-92-4 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033271183&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033271183&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Lethaby, Carol Mayne, Russell Harries, Patricia An introduction to evidence-based teaching in the English language classroom theory and practice Englischunterricht (DE-588)4014801-4 gnd Mehrsprachigkeit (DE-588)4038403-2 gnd |
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| title | An introduction to evidence-based teaching in the English language classroom theory and practice |
| title_auth | An introduction to evidence-based teaching in the English language classroom theory and practice |
| title_exact_search | An introduction to evidence-based teaching in the English language classroom theory and practice |
| title_exact_search_txtP | An introduction to evidence-based teaching in the English language classroom theory and practice |
| title_full | An introduction to evidence-based teaching in the English language classroom theory and practice Carol Lethaby, Russell Mayne and Patricia Harries |
| title_fullStr | An introduction to evidence-based teaching in the English language classroom theory and practice Carol Lethaby, Russell Mayne and Patricia Harries |
| title_full_unstemmed | An introduction to evidence-based teaching in the English language classroom theory and practice Carol Lethaby, Russell Mayne and Patricia Harries |
| title_short | An introduction to evidence-based teaching in the English language classroom |
| title_sort | an introduction to evidence based teaching in the english language classroom theory and practice |
| title_sub | theory and practice |
| topic | Englischunterricht (DE-588)4014801-4 gnd Mehrsprachigkeit (DE-588)4038403-2 gnd |
| topic_facet | Englischunterricht Mehrsprachigkeit |
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