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Record Nr. |
UNINA9910450485503321 |
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Autore |
Kumaravadivelu B. <1948-, > |
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Titolo |
Understanding language teaching : from method to post-method / / B. Kumaravadivelu |
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Pubbl/distr/stampa |
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Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 |
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ISBN |
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0-8384-6690-7 |
1-283-88243-4 |
1-135-60762-1 |
1-282-37546-6 |
9786612375460 |
1-4106-1572-3 |
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Descrizione fisica |
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1 online resource (269 p.) |
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Collana |
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ESL and applied linguistics professional series |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 227-243) and index. |
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Nota di contenuto |
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Cover; UNDERSTANDING LANGUAGE TEACHING: From Method to Postmethod; Title Page; Copyright Page; Table of Contents; Preface: The Pattern Which Connects; PART ONE LANGUAGE, LEARNING, AND TEACHING; 1 Language: Concepts and Precepts; 1. Introduction; 1.1. Theoretical Concepts; 1.1.1. Language as System; 1.1.2. Language as Discourse; 1.1.3. Language as Ideology; 1.2. Pedagogic Precepts; 1.2.1. Components of Competence; 1.2.2. Areas of Knowledge/Ability; 1.3. Conclusion; 2 Learning: Factors and Processes; 2. Introduction; 2.1. Input; 2.2. Intake; 2.3. Intake Factors; 2.3.1. Individual Factors |
2.3.2. Negotiation Factors2.3.3. Tactical Factors; 2.3.4. Affective Factors; 2.3.5. Knowledge Factors; 2.3.6. Environmental Factors; 2.4. Intake Processes; 2.4.1. Inferencing; 2.4.2. Structuring; 2.4.3. Restructuring; 2.5. Output; 2.6. An Interactive Framework of Intake Processes; 2.7. Conclusion; 3 Teaching: Input and Interaction; 3. Introduction; 3.1. Input Modifications; 3.1.1. Form-Based Input Modifications; 3.1.2. Meaning-Based Input Modifications; 3.1.3. Form- and Meaning-Based Input Modifications; 3.2. Interactional Activities; |
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3.2.1. Interaction as a Textual Activity |
3.2.2. Interaction as an Interpersonal Activity3.2.3. Interaction as an Ideational Activity; 3.3. Content Specifications; 3.3.1. Syllabus Characteristics; 3.3.2. Syllabus Classifications; 3.4. Conclusion; PART TWO LANGUAGE TEACHING METHODS; 4 Constituents and Categories of Methods; 4. Introduction; 4.1. Constituents of Language Teaching Methods; 4.1.1. Method and Methodology; 4.1.2. Approach, Method, and Technique; 4.1.3. Approach, Design, and Procedure; 4.1.4. Principles and Procedures; 4.2. Categories of Language Teaching Methods; 4.2.1. Language-Centered Methods |
4.2.2. Learner-Centered Methods4.2.3. Learning-Centered Methods; 4.3. Designer Nonmethods; 4.4. A Special Task; 4.5. Conclusion; 5 Language-Centered Methods; 5. Introduction; 5.1. Theoretical Principles; 5.1.1. Theory of Language; 5.1.2. Theory of Language Learning; 5.1.3. Theory of Language Teaching; 5.1.4. Content Specifications; 5.2. Classroom Procedures; 5.2.1. Input Modifications; 5.2.2. Interactional Activities; 5.3. A Critical Assessment; 5.4. Conclusion; 6 Learner-Centered Methods; 6. Introduction; 6.1. Theoretical Principles; 6.1.1. Theory of Language |
6.1.2. Theory of Language Learning6.1.3. Theory of Language Teaching; 6.1.4. Content Specifications; 6.2. Classroom Procedures; 6.2.1. Input Modifications; 6.2.2. Interactional Activities; 6.3. A Critical Assessment; 6.4. Conclusion; 7 Learning-Centered Methods; 7. Introduction; 7.1. Theoretical Principles; 7.1.1. Theory of Language; 7.1.2. Theory of Language Learning; 7.1.3. Theory of Language Teaching; 7.1.4. Content Specifications; 7.2. Classroom Procedures; 7.2.1. Input Modifications; 7.2.2. Interactional Activities; 7.3. A Critical Assessment; 7.4. Conclusion |
PART THREE POSTMETHOD PERSPECTIVES |
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Sommario/riassunto |
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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. |
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