Teachers Exploring Tasks in English Language Teaching

• Utgivningsdatum: 2005-01-25
• Mått: 140 x 216 x undefined mm
• Format: Inbunden
• Språk: Engelska
• Antal sidor: 298
• Förlag: Palgrave USA
• ISBN: 9781403945563

• Språkundervisning och språkinlärning

Corony Edwards is Lecturer in ELT at the Centre for English Language Studies, and Course Tutor for the Open Distance Learning MA in TEFL/TESL, at the University of Birmingham, UK. She has run teacher development workshops in Japan, Korea, UK, Hungary, Hong Kong, Sri Lanka and Argentina. Jane Willis is well known for her prizewinning books, including A Framework for Task-based Learning and English for Primary Teachers. She has taught English in West Africa, Cyprus and Iran and ran courses for teachers and trainers in South East Asia, South America, Europe and China. She has recently retired from Aston University, where she taught on the MA in TESOL/TESP Distance Learning programmes. She now lives in the Lake District, writing books and travelling widely as an ELT consultant.

'...High quality, extremely readable and accessible.. I anticipate that the volume will be extremely popular with classroom teachers. I found it refreshing, and even exciting, to read accounts of professional practice by people who have not hitherto been widely published. The volume will be useful, not only on MA courses but also on a wide range of in-service courses...an exciting and innovative project.' - Professor David Nunan, The English Centre, Hong Kong; 'A rich collection of tasks, used successfully by the chapter authors, that EFL teachers anywhere can use to increase their own repertoire - or to implement task-based learning for the first time in their own classrooms. ESL teachers in the United States and other English-speaking countries likewise can make effective use of every chapter in the book.' - Professor Betty Lou Leaver, Dean New York Institute of Technology in Amman, Jordan; 'Classroom teaching and learning ordinarily center on specific language tasks. Instruction becomes more effective when teachers understand the role of language tasks, recognize their students' needs, and apply both types of information in a sound, creative way. With better task-based instruction as a goal, current and future teachers will benefit from the enlightening explorations in this book. In addition, researchers will find that this book can inform and enrich many classroom investigations.' - Professor Rebecca Oxford, Department of Education, University of Maryland, USA

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