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That being said, the text is clear and easy to read, and th author does a good job of summarizing a lot of academic studies for the non-academic layperson. And indeed, this book is part of the same series: Oxford Handbooks for Language Teachers. It has a lot of the same format, style, and even similar illustrations.
As far as the content So much of this is review for me. At this stage in my career, I should be moving beyond introductory textbooks and exploring stuff in more depth. For example, p. However, when comparing their use of these strategies with that of adults, Oliver found that they used meaning negotiation strategies in a different proportion. Another example is on pages One story was told to the children using simplified checks, and supporting gestures interactional modifications.
The other story was told using the original story text with interactional modifications. The results showed that the group of children who heard the story with interactive modifications understood the story significantly better. The children were also asked in an interview for their opinion about which type of storytelling was easier to understand.
All the children considered that listening with interactive modifications was easier I thought only one group heard the story with interactional modifications? So how could both groups report that it was easier? But I do need to qualify my praise of the book by saying that some confusing sentences do exist.
For example on page 60, the text refers to table 5. This book, however, was published in , so I think it was before the backlash. But it would be an exaggeration to say I learned nothing from this book. One of the things I thought was really useful was the section on motivation. Young children have no external motivation to learn English. Their only motivation to learn English is if the teacher makes it fun for them. So take my opinion on these things with a grain of salt. Both are perfect for ESL learners, and I fully plan on using them in my own classes in the future.
Some of the parts from chapter 8, "Learning to Learn", in which students are encouraged to reflect on their own learning. Some of the proposed topics for lessons also struck me as not likely to engage the imagination of teenagers. Although to be fair, I think some of these topic lessons are just meant to be examples. Pinter does acknowledge on pages that the best lessons are when you find a topic that the students are interested in, and then build the lesson around that.
Vocabulary and grammar are interdependent. By teaching children set lexical phrases, we are also teaching them grammatical structures.
English Language Teaching
Teaching young language learners
English Language Teaching