Titlebook: English Language Teaching Today; Linking Theory and P Willy A. Renandya,Handoyo Puji Widodo Book 2016 Springer International Publishing Swi

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Book 2016 in the world today. The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i.e., listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taug

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English Language Teaching Today: An Introductionn of the book. The chapter first presents key changes that have had a major impact on the way English is used and learned by geographically diverse groups of people in the world today. It then outlines a set of research-based principles that could be used as a basis for critically examining our curr

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Student-Centred Learning in ELTe of the roots of student centred learning. The final and largest section of the chapter goes deeper into ten elements of student centred learning and discusses their application in second language education. These ten elements are students and teachers as co-learners, student-student interaction, l

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Current Issues in the Development of Materials for Learners of English as an International Language then goes on to suggest ways in which new materials could meet the needs of learners of English who will be communicating more with other non-native speakers than with native speakers of English. It suggests approaches to selecting content, to using texts and to devising tasks, which would differen

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Assessment in ELT: Theoretical Options and Sound Pedagogical Choicesdge and skills of their students. These 12 assessment types are classified into four categories: receptive-response (true-false, multiple-choice, and matching items); productive-response (fill-in and short-answer items, and performance assessment); personal-response (portfolios, conferences, and sel

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Does Writing Promote Reflective Practice?been suggested as to how English language teachers could reflect on their work is by writing regularly in a teaching journal. This chapter asks a very important question about reflecting on practice: does writing promote reflective practice? I use a case study as a backdrop for discussing the use of

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Extensive Reading and Listening in the L2 Classroomnefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be rather limited. In these L2 learning contexts, the main source of input comes from the classroo

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Teaching L2 Listening: In and Outside the Classroomevidence. Firstly some spoken language features are introduced followed by an examination of the previous research on second language listening difficulties. Based on the research findings, a listening lesson designed in a three-phase teaching format is presented, namely pre-listening, while-listeni