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Learner-centered English language education : the selected works of David Nunan /
This carefully crafted collection provides a snapshot of the evolution of David Nunan's?theoretical and empirical contributions to the field of second language education over the last 40 years. The volume focuses on the development of his work on second language curricula, and in particular, th...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Routledge,
2013.
|
| Colección: | World library of educationalists series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Nunan, David. | |
| 245 | 1 | 0 | |a Learner-centered English language education : |b the selected works of David Nunan / |c David Nunan. |
| 260 | |a New York : |b Routledge, |c 2013. | ||
| 300 | |a 1 online resource (x, 289 pages) | ||
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| 490 | 1 | |a World library of educationalists series | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a This carefully crafted collection provides a snapshot of the evolution of David Nunan's?theoretical and empirical contributions to the field of second language education over the last 40 years. The volume focuses on the development of his work on second language curricula, and in particular, the work for which he is best known: learner-centered education and task-based learning and teaching. David Nunan has been a language teacher, researcher and consultant for 40 years. He has lived and worked in many countries, principally in the Asia-Pacific region, but also in the Americas, Europe and the. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | 0 | |t Title -- |t Copyright Page -- |t Introduction -- |t Origins -- |t Early teaching experiences -- |t Entering academia -- |t Curriculum research and development -- |t Concluding remarks -- |g PART I. |t The Second/Foreign Language Curriculum -- |g 1. |t Learner-Centred Curriculum Development -- |t Introduction -- |t Theoretical bases for learner-centred curricula -- |t Communicative language teaching and learner-centred curricula -- |t Communicative language teaching -- the teacher's perspective -- |t The concept of language proficiency -- |t Towards a generalised language curriculum framework -- |t The teacher and the curriculum. |
| 505 | 0 | 0 | |t Using language textsFacilities for learning -- |t Approach to learning -- |t Classroom organization -- |t Assessment -- |t Language out of class -- |t Conclusion -- |g 4. |t Seven Hypotheses About Language Teaching and Learning -- |g 5. |t Closing the Gap Between Learning and Instruction -- |t The concept of learner-centeredness -- |t The experiential content domain -- |t The learning process domain -- |t The language content domain -- |t Discussion -- |t Conclusion -- |t Acknowledgement -- |g 6. |t Focus on Form in Task-Based Language Teaching -- |t Introduction and overview -- |t Theoretical and empirical issues -- |t Focused versus unfocused tasks. |
| 505 | 0 | 0 | |t Consciousness-raising tasksThe place of a focus on form in an instructional sequence -- |t Focus on form in the communicative classroom -- |t Conclusion -- |g 7. |t Task-Based Language Teaching and Learning -- |t Key questions -- |t Vignette -- |t What is TBLT -- |t The conceptual and empirical bases of TBLT -- |t Classroom applications -- |t Future trends -- |t Conclusion -- |t Summary -- |t Discussion questions -- |t Suggested activities -- |t Notes -- |t Further reading -- |t Link -- |t Appendix: Checklist for evaluating tasks -- |g 8. |t The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region -- |t Abstract. |
| 505 | 0 | 0 | |t IntroductionThe study -- |t Data -- |t Discussion -- |t Conclusion -- |t References and source documents -- |g PART II. |t Language and Culture -- |g 9. |t Discourse and Language Systems -- |t Language systems -- |t Sounds as a system -- |t The lexical system -- |t The grammatical system -- |t Genre -- |t Why discourse does not constitute a system -- |g 10. |t Doing Things with Spoken Language -- |t Functions of spoken language -- |t Key characteristics of conversation -- |t Topics, turns and speakers in casual conversation -- |t Negotiating and co-constructing meaning -- |t Speech acts -- |t Language and gender -- |t Linguistic connectivity in spoken discourse -- |t Summary. |
| 505 | 0 | 0 | |g 11. |t Learner Narratives in Research and Teaching. |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a English language |x Study and teaching. | |
| 650 | 0 | |a Instructional systems |x Design. | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement. | |
| 650 | 6 | |a Design pédagogique. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a English language |x Study and teaching |2 fast | |
| 650 | 7 | |a Instructional systems |x Design |2 fast | |
| 758 | |i has work: |a Learner-centered English language education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFCqfvRKV69v3qHv8tRc4C |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Nunan, David. |t Learner-centered English language education. |d New York : Routledge, 2013 |z 9780415631341 |w (DLC) 2012014740 |w (OCoLC)781675667 |
| 830 | 0 | |a World library of educationalists series. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1074914 |z Texto completo |
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