A Course in Language Teaching: Practice of Theory (Cambridge - download pdf or read online

By Penny Ur

ISBN-10: 0521449944

ISBN-13: 9780521449946

This significant path presents a finished easy creation to educating languages, to be used in pre-service or early event settings. it may be utilized by teams of lecturers operating with a coach, or as a self-study source. The Trainee's e-book offers all of the projects given by and large ebook yet with out historical past info, bibliographies, notes or ideas. it's compatible for these learning on a trainer-led direction, the place suggestions is instantly on hand.

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Extra resources for A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development)

Example text

Briefly, students were required to self-assess their own writing and to formulate feedback questions, thus determining the kind of feedback they wanted on their written work. Our feedback on students’ first drafts was limited to responding to these questions. Students then used these responses to produce a second draft which we then commented on in more detail. In adopting this approach, we hoped that our feedback would be learner-centred and more time-efficient. 2. Providing Effective Feedback Feedback on learners’ writing has traditionally focused on indicating and correcting errors as well as on evaluating writing by assigning a grade and/or providing an overall evaluation of the text, such as ‘some good ideas but too many language errors’ or ‘very well written’.

2011]. Online 5: Retrieved from: Peirce, W. (2003). METACOGNITION. Study Strategies, Monitoring, and Motivation. 2011]. , & West, A. (2004). Scaffolding. In M. ), Emerging perspectives on learning, teaching, and technology. 2011]. Online 7: Retrieved from: Galloway, C. M. (2001). Vygotsky’s Constructionism. In M. ), Emerging perspectives on learning, teaching, and technology. 2011]. 2012]. 2012]. Online 11: Retrieved from: McMahon, M. (1998). Social Constructivism and the World Wide web – A Paradigm for Learning.

The input hypothesis: Issues and implications. London: Longman. , & Juchem-Grundmann, C. ). (2010) AILA Review (23). Applied cognitive linguistics in second language learning and teaching. Amsterdam: John Benjamins. Long, M. (2007). Recasts in SLA: The story so far. Mahwah, NJ: Lawrence Erlbaum. Newby, D. (1991). A Notional Grammar of Tense and Aspect. (Unpublished doctoral dissertation). University of Graz, Graz, Austria. , & Inhelder, B. (1967). The child’s conception of space. W. Norton. , & Vaupetitsch, R.

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A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development) by Penny Ur


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