This second edition is an extensive revision of this successful text. Like the first edition, it surveys the major approaches and methods in language teaching, such . Affect in Language Learning edited by jane Arnold. Approaches and Methods in Language Teaching by Jack C. Richards and. Theodore S, Rodgers. Cambridge University Press - Approaches and Methods in Language Teaching, Second Edition Jack C. Richards and Theodore S. Rodgers .

Approaches And Methods In Language Teaching Ebook

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Cambridge Core - ELT Applied Linguistics - Approaches and Methods in Language Teaching - by Jack C. Richards. Approaches and Methods in Language Teaching. Jack C. Richards, Theodore S. Rodgers. Book DOI: This new edition surveys the major approaches and methods in language teaching. This new edition is an extensive revision of the first edition of this successful.

I rely on my library or school, where the only option is print. Publishers are not giving teachers the incentives to download digital. Or print books for that matter. I only download free PDF versions, you know, the ones you kindly make available on those Russian websites.

This is of course all anecdotal and there are counter-arguments to every one of these points.

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You can bookmark and annotate eBooks, there is potential for excellent search functionality, the expectation of more content and features for a considerably lower price can be challenging but if approached sensibly can be addressed, and whilst there are some fantastic, thought-provoking bloggers around, this is content that should arguably complement rather than replace cutting-edge, high quality methodology and applied linguistics publishing.

Finally, if you need convincing that downloading pirate PDFs is damaging and unacceptable, take the time to read this ELTjam post. English for Academic Purposes: Psychology for Language Teachers: Rules, Patterns and Words: Developing Reading Skills: Motivating Learners, Motivating Teachers: Listening in the Language Classroom John Field.

From Description to Pedagogy Scott Thornbury. Affect in Language Learning Jane Arnold. Teacher Language Awareness Stephen Andrews. Review Text An extensively revised and updated edition of this popular and accessible text. About Jack C. Richards fm. Rating details. Book ratings by Goodreads.

Goodreads is the world's largest site for readers with over 50 million reviews. We're featuring millions of their reader ratings on our book pages to help you find your new favourite book. Close X. Learn about new offers and get more deals by joining our newsletter. Sign up now. Method: Make the students stand up. Divide the pictures among the students, so each one gets about different pictures. The aim of the exercise is to find every person that has the same kind of picture as you do.

To do that each student has to walk around and ask fellow classmates e. If not, the answer would be e.

The teacher can write possible questions, positive and negative answers on the whiteboard and the students can elaborate on that as they play the game. Vocabulary: Questions: Would you like to accompany me…? Are you coming with me…? How about joining me …? Positive replies: Yes, please. Communicative language teaching method — Conversation course with mentors Subject: Icelandic as a second language The course takes approximately 36 class hours, 3 class hours each time, 3 times a week.

The classroom is lined up as a coffee house. The design of the project and structure are defined in that meeting. The project manager prepares the discussion points and material beforehand and the volunteers use them as much as necessary during the sessions.

Teaching material: Various games, e. Jill Hadfield games, magazines, newspapers, pictures, web sites, forms to fill out, you-tube videos etc. We believe that using this method is a win-win situation.

Volunteers benefit, since they generally enjoy being useful and meeting people from various countries and cultures. This way the students get a good opportunity to use their communication skills of the target language, when talking to native speakers. Talking in groups of also enables them to express themselves in more secure circumstances, than one generally finds in an ordinary classroom or in real social situations.

The native speakers can also give the students valuable information about the society and both groups expand their social network. New research shows that language use is a condition for language learning and language use in early stages of language learning can enhance the learning process.

It is difficult to start speaking in a new language outside the classroom. Locating suitable places to use the language is not easy and the fact is that second language speakers of Icelandic are often responded to in English when they try to speak Icelandic.

The Icelandic Village was designed in Iceland in the spring and summer of in cooperation with partners from three Nordic Universities: Iceland, Denmark and Sweden.

The Village and its pedagogical process have now been developing for over four years. In that time, hundreds of students have taken courses that include the Icelandic Village in their schedule. The Icelandic Village is a supporting framework on the way to active participation in society.

The learners prepare in a classroom before going to the Icelandic Village to do their daily business. The staff in the participating companies is patient and friendly as a part of the programme, they welcome the learners and ensure that Icelandic is spoken during the interaction. That gives learners enough time to interact and make the effort of understanding and interacting in Icelandic.

The Icelandic Village is also a bridge between the classroom and the society where the learners are instructed to go out and gather information: words, phrases etc. The teacher helps them prepare for the actual visit to the business in question using the material from the learners. Thus learners are more active and involved in their language learning - the language is brought into the classroom by themselves. The Icelandic Village presents a new way of learning a language, it gives learners confidence to start speaking the language right from the beginning.

Interaction in the Icelandic Village between second language learners of Icelandic and Icelanders contributes without a doubt to mutual understanding and tolerance in Icelandic society. Many of the students are participants with specific needs, refugees, the illiterate, the unemployed. This is why the institution will arrange a mobility together with Kristiansund the other Norwegian partner. They are supposed to share innovative methods for language learning and show how they use the local community, workplaces, volunteers, and elderly people to practise and integrate the students into the community.

The teacher staff use ICT as their main tool for teaching and will show different digital tools for language learning.

Norway 4 — 7 May Some principles and ideas I consider important and relevant regarding teaching adults Norwegian. Instead of giving you a summary of the activities you experienced with us in the classroom, I think it might be more useful to share with you some principles and ideas I consider important and relevant when teaching adults Norwegian. My aim is, of course, that the participants learn as much as their qualifications allow them.

It is important to bear in mind that the background of our participants varies a lot. They come from different cultures, have different linguistic background and their former education differs significantly. Some have almost no formal education at all and some have university degrees. Some of our participants are refugees, some are married to a Norwegian and some have come here to work. All this helps to motivate the participants.

We use a textbook called Migranorsk.

This is a book with different tasks, oral and writing tasks. The book is connected with an internet program where there is a story told by video episodes. Each episode is followed by tasks on the internet and tasks in the book.

There is also a grammar on the Migranorsk net program followed by grammar tasks. Normally the participants work on the internet at home. They also use the net to send written texts to the teacher for correction. We also use a TV program with news especially aimed at adult learners of Norwegian.

That means the reporters speak slowly, more clearly and avoid complicated or difficult words. This news program can be found on the internet and is produced by one of our national broadcasters. It gives us an opportunity to be updated, expand the vocabulary and talk about current topics in Norway and the world.

I always have a plan for the learning activities of the day. I call this the disposition. It contains, I hope, most of what an elderly teacher needs. Not only the topics of the day and what tasks to work with, what texts to read, what subjects to discuss, in groups or in pairs, use of the internet and so on, but also personal notes like, remember to ask Laura about a text, John has a birthday, focus extra on the grammar issue on page 49, remember to hand out this or that, and things like that.

Even if I have a fairly detailed plan, I always feel free to do something else. If a participant raises a special issue or has a problem, it is very likely that this is relevant for others, too. I consider it very important to respond to the needs or demands of the participants right there.

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So a plan can always be better when meeting realities. You never know what comes up. Often I start the day with a sort of warm-up activity. I put them in groups and ask them to discuss the weather, what they did last weekend, plans for the next weekend, what they had for lunch and dinner yesterday or simply what they did yesterday.

This is normally an activity that lasts for minutes or a bit longer if it seems that they are very busy and eager. Some of our participants do not speak much Norwegian during the day.

Maybe their friends are of the same nationality and they have a job where they do not talk a lot. Therefore, this is an activity that helps you to get into the mood for speaking Norwegian. If there is a possibility to tell a joke or demonstrate something in a funny way, I try to do that. A laugh is always good for creating a good, safe and confident atmosphere in the classroom. We have homework every week.

This usually involves doing the tasks on the internet following the current episode and to write a text. Some of my participants do not, for different reasons, deliver texts to me as frequently as I wish. As I need to see problems and progress in writing, I need written texts from the participants. For that reason, the participants are given a specific topic to write about. Normally the topic has been discussed before we write, introducing new words and sort of bringing the topic up to actuality.

I give them just five minutes to write and I tell them that if they are in a middle of a sentence, fulfil the sentence and then stop. Why just five minutes? This forces them to write spontaneously and it is often amazing how much text they can produce. It is also usually enough for me to get an impression of their strengths and weaknesses. And, not the least, if I gave them half an hour, I would play a trick on myself, as I would have to spend much time correcting.

So, as a brief summary, try to create a good atmosphere in the classroom, use a variety of methods and activities, spend a lot of time on oral activities, do not be afraid of interruptions in form of questions if it is important for the participant, it is important and not the least, be critical of your own teaching, what worked well and what did not work so well. It was nice to have you visiting us in the classroom and I wish you all good luck with your own teaching.

Their main goal is to practice Norwegian and learn about Norwegian working culture, and secondly, gain insight into a possible future job. The language teacher visits the students at the workplace to follow them up individually.

Each student will be visited at least every second week. In the beginning, students are given the task to select five words, apply them in five sentences and write a small report about their doings and learnings each time they are at work. At each visit, the teacher registers the progression and the information are used to prepare for the next visit.

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They are tasked to expand their knowledge about the workplace e. In addition, the teacher gives various tasks taken from school material developed for this purpose. Some parts are more general, while others provide more specific information on different occupations. The teacher might also take photos of different situations at work, for the students to comment and describe what takes place. The students practice working on the farm; our students learn a lot about cooking and practical work and the students get a short presentation of the farm.

We have many sound programmes, movies and exercises for learning the alphabet, and this programme also has many levels.

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The students like to use this programme. Then we visit the college near the school, or a secondary school, we taste Norwegian food and our guests had the opportunity to see the school, guided by a former student of the adult school. We offer courses in basic skills and teach Norwegian language and social science to migrants. Many of our participants have specific needs, as a great part of them are refugees.

We also teach illiterates. We see it as an extra advantage that we have another Norwegian partner in the project, making it possible to share innovative methods of language and culture teaching showing different ways of using the local community and its events. ICT is an important tool for us and we will show how we use digital tools for language and culture teaching and learning. A summary of ideas for using pictures as a language learning method There are lots of approaches to the use of pictures as a means of creating language and communication.

The advantage of pictures is that they can be spoken about and be used in many contexts and on all levels. Conversation about pictures Pictures can be found everywhere.

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For instance, we can use professional photos, snapshots made by the participants themselves or we can use paintings. Talking about the motif, describing it. What will happen next? Can we put thoughts or ideas into it?

Let the participants come forward with their thoughts or interpretations.The Icelandic Village is also a bridge between the classroom and the society where the learners are instructed to go out and gather information: words, phrases etc. However, such method for learning the languages which kept their communication function through time has become inefficient, because it did not reach its main objective: communication! Men decided to build a border and men can decide to destroy it.

Like previous editions, this book surveys the major approaches and methods in language teaching such as Grammar Translation, Audiolingualism, Communicative Language Teaching, and the Natural Approach. This booklet is an actual proof of this principle and a result of efforts and wish of the participants to question their own educational approach. Unfortunately, when it comes to adult students, everything seems to be much more complicated.

It contains, I hope, most of what an elderly teacher needs. This second edition is an extensive revision of this successful text. The book is designed to empower language teachers to engage in ongoing research, thus democratizing who might be considered a researcher.

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