Reflective Teaching in Second Language ClassroomsCambridge University Press, 1994 M03 25 - 218 páginas This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study. |
Contenido
Getting to Draft | 3 |
Epilogue | 23 |
Exploring teachers beliefs | 29 |
Followup activities | 42 |
Cognitive styles | 59 |
Working with a Draft | 63 |
Teacher decision making | 78 |
The role of the teacher | 97 |
Reworking the Draft | 121 |
Interaction in the second language classroom | 138 |
Index | 161 |
Dimensions of language learning activities | 167 |
Followup activities | 173 |
Appendix | 181 |
Feedback | 188 |
Followup activities | 199 |
Otras ediciones - Ver todas
Reflective Teaching in Second Language Classrooms Jack C. Richards,Charles Lockhart Vista de fragmentos - 1994 |
Reflective Teaching in Second Language Classrooms Jack C. Richards,Charles Lockhart Sin vista previa disponible - 1994 |
Términos y frases comunes
action research action zone Allwright answers Appendix appropriate assumptions behavior belief systems beliefs about language Chapter classroom interaction classroom management cognitive styles colleague communicative Communicative Language Teaching completing correct cultural curriculum describe Discussion effective English language errors ESL students evaluation example feedback focus focusing foreign language give goals grammar grouping arrangements identify individual influence instruction interactive decisions involved journal kinds language classrooms language learning language learning strategies language teaching learn English learning a foreign learning activities learning strategies learning style lesson plan lesson report listening little good best Metacognitive strategies monitor observation task pair participation particular patterns prefer problems procedures questionnaire questions reading reflect responses second language second language acquisition sequence situations skills specific structure target language teacher’s role teachers and learners teaching a class teaching and learning tions Total Physical Response understand vocabulary whole-class writing