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A Student’s Guide to the MA TESOLLanguage, Learning, and Teaching

A Student’s Guide to the MA TESOL: Language, Learning, and Teaching [In the previous chapter I emphasized the variation that exists among TESOL practitioners, but in this chapter we will focus on our common knowledge base: language, teaching, and learning. As noted in Chapter 1, teaching is not simply a matter of imitating or avoiding the actions of other instructors we have observed. Good teaching requires a great deal of technical, specialized knowledge: an understanding of the structure and functions of language, of general principles of learning, of how languages are acquired, and, yes, of pedagogical principles. This chapter will introduce you to a variety of theoretical perspectives and current thinking on language, learning, and teaching.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Student’s Guide to the MA TESOLLanguage, Learning, and Teaching

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Publisher
Palgrave Macmillan UK
Copyright
© Palgrave Macmillan, a division of Macmillan Publishers Limited 2009
ISBN
978-0-230-22431-5
Pages
23 –50
DOI
10.1057/9780230245105_2
Publisher site
See Chapter on Publisher Site

Abstract

[In the previous chapter I emphasized the variation that exists among TESOL practitioners, but in this chapter we will focus on our common knowledge base: language, teaching, and learning. As noted in Chapter 1, teaching is not simply a matter of imitating or avoiding the actions of other instructors we have observed. Good teaching requires a great deal of technical, specialized knowledge: an understanding of the structure and functions of language, of general principles of learning, of how languages are acquired, and, yes, of pedagogical principles. This chapter will introduce you to a variety of theoretical perspectives and current thinking on language, learning, and teaching.]

Published: Feb 1, 2016

Keywords: Target Language; Language Acquisition; Implicit Feedback; Sociocultural Theory; Universal Grammar

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