Debates in Second Language Education: Debates in Subject Teaching
Editat de Ernesto Macaro, Robert Wooreen Limba Engleză Paperback – 30 noi 2021
Chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help language educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Bringing together leading contributors in the field, the book discusses a wide range of issues relating to second language learning and teaching including:
- the relationship between age and success in language learning
- aptitude versus motivation as predictors of successful language learning
- linguistic diversity and plurilingualism
- the teaching of grammar and vocabulary
- the value of phonics
- learning pronunciation
- the second language only versus the multilingual debate
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Specificații
ISBN-13: 9780367442163
ISBN-10: 0367442167
Pagini: 312
Ilustrații: 14 Tables, black and white; 3 Line drawings, black and white; 3 Halftones, black and white; 6 Illustrations, black and white
Dimensiuni: 156 x 234 x 20 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Debates in Subject Teaching
Locul publicării:Oxford, United Kingdom
ISBN-10: 0367442167
Pagini: 312
Ilustrații: 14 Tables, black and white; 3 Line drawings, black and white; 3 Halftones, black and white; 6 Illustrations, black and white
Dimensiuni: 156 x 234 x 20 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Debates in Subject Teaching
Locul publicării:Oxford, United Kingdom
Cuprins
Contents
INTRODUCTION: Ernesto Macaro and Robert Woore
PART 1: Framing the Debates
Chapter 1: Identifying key debates in second language teaching and learning. Robert Woore and Ernesto Macaro
Chapter 2: Learning English and learning languages other than English in Asia and Europe: Current scenarios and debates. Bruna Di Sabato and Andy Kirkpatrick
Chapter 3: Is there a best age for second language learning? Evidence from across the lifespan. Simone Pfenninger and David Singleton
Chapter 4: Multilingual Learners, linguistic pluralism and implications for education and research. Hamish Chalmers and Victoria Murphy
Chapter 5: Learning Language by Studying Content. David Lasagabaster
Chapter 6: Aptitude or motivation: Which is the better predictor of successful language learning? Suzanne Graham
Chapter 7: Key Issues in Pre-Service Language Teacher Education. Laura Molway
Chapter 8: Systemic In-Service Language Teacher Education. Simon Borg
PART 2: Applying the debates to second language learning contexts
Chapter 9: Implicit versus explicit grammar learning and teaching. Mirosław Pawlak
Chapter 10: Vocabulary Learning in Theory and Practice: Implicit and explicit mechanisms. Ron Martinez
Chapter 11: The L2-Only Versus the Multilingual Debate. Ernesto Macaro
Chapter 12: Teaching Phonics in a Second Language. Robert Woore.
Chapter 13: What Kind of Pronunciation Learning Should Teachers Expect of Their Learners? Sara Kennedy and Pavel Trofimovich
Chapter 14: Teaching the Language or Teaching the Process. Peter Yongqi Gu
Reflections: Ernesto Macaro and Robert Woore
Index
INTRODUCTION: Ernesto Macaro and Robert Woore
PART 1: Framing the Debates
Chapter 1: Identifying key debates in second language teaching and learning. Robert Woore and Ernesto Macaro
Chapter 2: Learning English and learning languages other than English in Asia and Europe: Current scenarios and debates. Bruna Di Sabato and Andy Kirkpatrick
Chapter 3: Is there a best age for second language learning? Evidence from across the lifespan. Simone Pfenninger and David Singleton
Chapter 4: Multilingual Learners, linguistic pluralism and implications for education and research. Hamish Chalmers and Victoria Murphy
Chapter 5: Learning Language by Studying Content. David Lasagabaster
Chapter 6: Aptitude or motivation: Which is the better predictor of successful language learning? Suzanne Graham
Chapter 7: Key Issues in Pre-Service Language Teacher Education. Laura Molway
Chapter 8: Systemic In-Service Language Teacher Education. Simon Borg
PART 2: Applying the debates to second language learning contexts
Chapter 9: Implicit versus explicit grammar learning and teaching. Mirosław Pawlak
Chapter 10: Vocabulary Learning in Theory and Practice: Implicit and explicit mechanisms. Ron Martinez
Chapter 11: The L2-Only Versus the Multilingual Debate. Ernesto Macaro
Chapter 12: Teaching Phonics in a Second Language. Robert Woore.
Chapter 13: What Kind of Pronunciation Learning Should Teachers Expect of Their Learners? Sara Kennedy and Pavel Trofimovich
Chapter 14: Teaching the Language or Teaching the Process. Peter Yongqi Gu
Reflections: Ernesto Macaro and Robert Woore
Index
Notă biografică
Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford. Before becoming a teacher trainer and researcher, he was a language teacher for 16 years. His current research focuses on second language learning strategies and on the interaction in second language classrooms or in classrooms where English is the Medium of Instruction.
Robert Woore is an Associate Professor in Applied Linguistics in the Department of Education at the University of Oxford. He teaches and supervises on Master’s courses (including the MSc in Applied Linguistics and Second Language Acquisition), PGCE (initial teacher education) and doctoral programmes. Formerly a secondary school teacher of French and German, his research interests include the learning and teaching of second languages in instructed classroom settings, with a particular emphasis on phonology and reading. He is interested in the interface between research and classroom practice, and has undertaken various research and professional development projects in this area.
Robert Woore is an Associate Professor in Applied Linguistics in the Department of Education at the University of Oxford. He teaches and supervises on Master’s courses (including the MSc in Applied Linguistics and Second Language Acquisition), PGCE (initial teacher education) and doctoral programmes. Formerly a secondary school teacher of French and German, his research interests include the learning and teaching of second languages in instructed classroom settings, with a particular emphasis on phonology and reading. He is interested in the interface between research and classroom practice, and has undertaken various research and professional development projects in this area.
Descriere
This rich text encourages student and practising teachers to engage with contemporary issues in second language teaching and learning. It introduces key concepts and tensions in order to help you develop a critical approach and respond to the changing fields of second language education.