Understanding what constitutes expertise in language learning and teaching is important for theoretical reasons related to psycholinguistic, and applied linguistic, enquiry. It also has many significant applications in practice, particularly in relation to the training and practice of language teachers and improvements in students’ strategies of learning. In this volume, methodologies for establishing what constitutes expert practice are discussed and the contributions address the fields of listening, reading, writing, speaking and communication strategies, looking at common characteristics of the ‘expert teacher’ and the ‘expert learner’.
Cuprins
List of Tables and Figures Acknowledgements Notes on the Contributors Introduction; K.Johnson PART 1: EXPERTISE IN GENERAL The ‘General’ Study of Expertise; K.Johnson PART 2: EXPERTISE IN LANGUAGE LEARNING AND USE The Expert Language Learner: A Review of Good Language Learner Studies and Learner Strategies; J.Rubin Second Language Listening Expertise; C.Goh Reading and Expertise; C.Wallace Oral Second Language Abilities as Expertise; M.Bygate Second Language Writing Expertise; S.C.Weigle Training Language Learning Expertise; S.Mc Donough PART 3: EXPERTISE IN LANGUAGE TEACHING Expertise in Teaching: Perspectives and Issues; A.B.M.Tsui Teacher Cognition in Language Teaching; S.Borg Expertise in Teacher Education: Helping Teachers to Learn; A.Waters Expertise in Pedagogic Task Design; V.Samuda Index
Despre autor
SIMON BORG, School of Education, University of Leeds, UK MARTIN BYGATE, Department of Linguistics, University of Lancaster, UK CHRISTINE GOH, National Institute of Education, Nanyang Technological University, Singapore STEVEN Mc DONOUGH, Department of Languages and Linguistics, University of Essex, UK JOAN RUBIN, Joan Rubin Associates, USA VIRGINIA SAMUDA, Department of Linguistics, University of Lancaster, UK AMY B.M. TSUI, Faculty of Education, Hong Kong CATHERINE WALLACE, University of London, Institute of Education, UK ALAN WATERS, Department of Linguistics, University of Lancaster, UK SARA CUSHING WEIGLE, Department of Applied Linguistics, University of Georgia, USA.
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