LEADER 05742oam 2200769I 450 001 9910450485503321 005 20200520144314.0 010 $a0-8384-6690-7 010 $a1-283-88243-4 010 $a1-135-60762-1 010 $a1-282-37546-6 010 $a9786612375460 010 $a1-4106-1572-3 024 7 $a10.4324/9781410615725 035 $a(CKB)1000000000244781 035 $a(EBL)261419 035 $a(OCoLC)437168056 035 $a(SSID)ssj0000264493 035 $a(PQKBManifestationID)11205312 035 $a(PQKBTitleCode)TC0000264493 035 $a(PQKBWorkID)10292229 035 $a(PQKB)11469846 035 $a(MiAaPQ)EBC261419 035 $a(MiAaPQ)EBC5121817 035 $a(Au-PeEL)EBL261419 035 $a(CaPaEBR)ebr10130724 035 $a(CaONFJC)MIL419493 035 $a(OCoLC)936815397 035 $a(OCoLC)70684824 035 $a(Au-PeEL)EBL5121817 035 $a(CaONFJC)MIL237546 035 $a(OCoLC)1027171869 035 $a(EXLCZ)991000000000244781 100 $a20180706d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aUnderstanding language teaching $efrom method to post-method /$fB. Kumaravadivelu 210 1$aMahwah, N.J. :$cLawrence Erlbaum Associates,$d2006. 215 $a1 online resource (269 p.) 225 1 $aESL and applied linguistics professional series 300 $aDescription based upon print version of record. 311 $a0-8058-5676-5 311 $a0-8058-5176-3 320 $aIncludes bibliographical references (p. 227-243) and index. 327 $aCover; 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 327 $a2.3.2. 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; 3.2.1. Interaction as a Textual Activity 327 $a3.2.2. 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 327 $a4.2.2. 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 327 $a6.1.2. 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 327 $aPART THREE POSTMETHOD PERSPECTIVES 330 $aThis book traces the historical development of major language teaching methods in terms of theoretical principles and classroom procedures, and provides a critical evaluation of each. Drawing from seminal, foundational texts and from critical commentaries made by various scholars, Kumaravadivelu examines the profession's current transition from method to postmethod and, in the process, elucidates the relationship between theory, research, and practice. The chief objective is to help readers see the pattern that connects language, learning, teaching methods, and postmethod perspectives. 410 0$aESL and applied linguistics professional series. 606 $aLanguage and languages$xStudy and teaching 608 $aElectronic books. 615 0$aLanguage and languages$xStudy and teaching. 676 $a418/.0071 700 $aKumaravadivelu$b B.$f1948-,$01045301 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450485503321 996 $aUnderstanding language teaching$92471492 997 $aUNINA