David Nunan

Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others. The major purpose is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. This framework should help teachers select, adapt or create their own communicative tasks. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.

This text provides a detailed account of current approaches to the education of teachers of second languages. The paperback edition provides a detailed account of current approaches to the education of teachers of second languages. It offers valuable ideas on the observation and supervision of classrooms, on self-evaluation by teachers, and on teaching itself. Its emphasis reflects the shift in orientation from teacher training to teacher education, in which teachers are involved in developing their own theories of teaching, understanding the nature of teacher decision making, and developing strategies for critical self-evaluation. The book is aimed at teachers, teacher educators, and workshop facilitators involved both in pre-service and in-service education of teachers of second and foreign languages.

Introducción equilibrada a los aspectos teóricos y prácticos del diseño de tareas comunicativas. Va dirigido a aquellos profesores de lenguas extranjeras que deseen desarrollar sus propias tareas o aceptar las de otras personas. El objetivo principal es integrar la investigacion reciente y la practica en la enseñanza de lenguas en un marco de analisis de las tareas de aprendizaje.

Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others. The major purpose is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. This framework should help teachers select, adapt or create their own communicative tasks. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.

Traditionally, the curriculum has been regarded as a statement of what should be done in a course of study. The Learner-Centred Curriculum takes as its starting point what is done by language teachers in their classes. Nunan develops a concept of the negotiated model in which the curriculum is a collaboration between teachers and students. The author looks at the curriculum from a teacher's perspective and reports on what instructors focus on in planning, implementing, and evaluating language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part by curriculum design in coordinating the many aspects of language teaching.

The Practical English Language Teaching Series offers a thorough yet practical overview of language teaching strategies and methodology for teachers and teachers in preparation. Each title in the series is designed as a special-interest core text for teacher training courses. These titles offer tips and techniques on the teaching of listening, speaking, grammar and the role of assessment in language learning. Each contributor addresses key teaching challenges in his/her area of expertise. Each user-friendly book is divided into three sections: Exploring Skills, Exploring Language and Supporting the Learning Process. The principles outlined in each chapter are richly illustrated with vignettes and situations from real classrooms. In this way, the reader can see how the principles are put into practice in the classroom.

The Practical English Language Teaching Series offers a thorough yet practical overview of language teaching strategies and methodology for teachers and teachers in preparation. Each title in the series is designed as a special-interest core text for teacher training courses. These titles offer tips and techniques on the teaching of listening, speaking, grammar and the role of assessment in language learning. Each contributor addresses key teaching challenges in his/her area of expertise. Each user-friendly book is divided into three sections: Exploring Skills, Exploring Language and Supporting the Learning Process. The principles outlined in each chapter are richly illustrated with vignettes and situations from real classrooms. In this way, the reader can see how the principles are put into practice in the classroom.

Practical English Language Teaching offers a thorough yet practical overview of language teaching methodology for teachers and teachers in preparation. The principles outlined in each chapter are richly illustrated with vignettes and extracts from real classrooms so the reader can see what the principles "look like" when realized in classroom teaching. The book is divided into three sections: Exploring Skills, Exploring Language, and Supporting the Learning Process. FEATURES:Critical areas of language teaching are comprehensively addressed with a specific focus on practical techniques, strategies, and tips.World-class specialists like Neil Andersen, Kathleen M. Bailey, Mary Ann Christison, and David Nunan offer a variety of perspectives on language teaching and the learning process.Reflection questions invite readers to think about critical issues in language teaching while Action tasks outline strategies for putting new techniques into practice.Thoughtful suggestions for books, articles, and Web sites offer resources for additional, up-to-date information.Expansive glossary offers short and straightforward definitions of core language teaching terms.

This text is about what really happens in language classrooms. This paperback edition is about what really happens in language classrooms, both those in which language is the topic of instruction and those where it functions primarily as the medium of instruction. In this collection of 19 original papers, the authors utilize a variety of research methods, with an emphasis on the collection and analysis of data. Chapters investigate such issues as language-related anxiety, curriculum renewal, classroom interaction, teachers' on-line decision-making, and sociopolitical concerns affecting life in schools.