Defining Issues in English Language TeachingOUP Oxford, 24 thg 4, 2003 - 208 trang This book goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a school subject. It looks at different attitudes to English, and developments in its description, and it critically examines current proposals for the specification of course content and classroom methodology, with particular reference to ideas about authenticity and task-based learning. |
Nội dung
Metalanguage and interlanguage | 135 |
Bilingualization and localized learning | 149 |
Taking account of the subject | 165 |
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Thuật ngữ và cụm từ thông dụng
activities actually applied linguistics appropriate argued assumption authentic bilingual Chinua Achebe Chomsky classroom COBUILD communicative competence communicative language teaching concerned context contrastive analysis conventions corpus descriptions corpus linguistics course defined designed dialect discourse communities discussion distinct E. E. Cummings effect encoded enquiry example exploited fact focus function genre global grammar guage guistic Halliday Hymes I-Language international language issues kind knowledge language learning language pedagogy language subject language teaching learners learning process lexical linguistic description linguistic imperialism matter meaning mediation metalanguage monolingual native speakers native-speaker nature necessarily objective obvious Oxford parameter particular pedagogic practice pragmatic principle problem proper English purpose question real English reality reference relationship relevance resource second language second language acquisition seems semantic semantically encoded sense Sinclair Skehan sociolinguistic specific Standard English talk teachers textual theory things tion users virtual language Widdowson words
Tài liệu tham khảo sách này
Text, Context, Pretext: Critical Isssues in Discourse Analysis H. G. Widdowson Không có bản xem trước - 2004 |