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Observation in the Language Classroom de Dick Allwright

Observation in the Language Classroom: Applied Linguistics and Language Study

Autor Dick Allwright
en Limba Engleză Paperback – 14 mar 1988
This book provides an account of classroom observation in a historical and educational perspective. Drawing on extracts from classic studies in this field, Dick Allwright reviews the development of research and experiment since the 1970's. The book thus not only provides a background to recent research, but also identifies areas for future development. Stress is laid on the link to be made between practice and research and it is argued that policy-making. either at classroom or institutional level, is heavily dependent on descriptive accounts of classroom reality.
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Paperback (1) 42883 lei  6-8 săpt.
  Taylor & Francis – 14 mar 1988 42883 lei  6-8 săpt.
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  Taylor & Francis – 14 dec 2016 76420 lei  6-8 săpt.

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Specificații

ISBN-13: 9780582553767
ISBN-10: 0582553768
Pagini: 304
Dimensiuni: 138 x 216 x 17 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Applied Linguistics and Language Study

Locul publicării:Oxford, United Kingdom

Cuprins

Introduction 1 Observation 'arrives' in language teaching research 2 Observation 'arrives' as a feedback tool in teacher training 3 Second thoughts Follow-up acidities and points for discussion 4 First alternatives to Flanders Follow-up activities and points for discussion 5 Classroom observation and second language acquisition Follow-up activities and points for discussion 6 Classroom observation - retrospective, intros

Descriere

This book provides an account of classroom observation in a historical and educational perspective. Drawing on extracts from classic studies in this field, Dick Allwright reviews the development of research and experiment since the 1970's. The book thus not only provides a background to recent research, but also identifies areas for future development. Stress is laid on the link to be made between practice and research and it is argued that policy-making. either at classroom or institutional level, is heavily dependent on descriptive accounts of classroom reality.