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Book Description
This book traces the historical development of major language teaching
methods in terms of theoretical principles and classroom procedures, and
provides a critical evaluation of each. Drawing from seminal,
foundational texts and from critical commentaries made by various
scholars, Kumaravadivelu examines the profession's current transition
from method to postmethod and, in the process, elucidates the
relationship between theory, research, and practice. The chief objective
is to help readers see the pattern that connects language, learning,
teaching methods, and postmethod perspectives.
This book:
*brings
together a critical vision of L2 learning and teaching--a vision
founded at once on historical development and contemporary thought;
*connects
findings of up-to-date research in L2 learning with issues in L2
teaching thus making the reader aware of the relationship between
theory, research and practice;
*presents language teaching
methods within a coherent framework of language-, learner-, and
learning-centered pedagogies, thus helping the reader to see how they
are related to each other;
*shows how the three categories of
methods evolved historically leading ultimately (and inevitably) to the
emergence of a postmethod condition; and
*provides the reader
with a solid background in several interconnected areas of L2 pedagogy,
such as concepts of competence, input factors, intake processes,
interactional modifications, and instructional design.
Understanding Language Teaching: From Method to Postmethod
is intended for an international audience of teacher educators,
practicing teachers and graduate students, researchers, curriculum
planners, and materials designers in the field of second and foreign
language teaching.
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