The dynamics of the language classroom / Ian Tudor, Université Libre de Bruxelles.
Material type:
TextLanguage: English Series: Cambridge language teaching libraryCambridge ; New York : Cambridge University Press, 2002Copyright date: ©2001 Description: viii, 234 pages ; 23 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 0521772036 (hardback)Subject(s): Language and languages -- Study and teachingLOC classification: P51 .T83 2002Review: "Traditionally, the classroom has been seen as a place where language learning is assumed to take place in a linear manner on the basis of a fairly predictable input-output model. Recent research, however, has portrayed the classroom as a complex environment which is influenced by a wide range of attitudinal and contextual factors. This book seeks to explore the dynamic and frequently unpredictable nature of the language classroom. It does this by examining the various conceptions of language, learning, and the classroom which influence participants' attitudes and actions. The interaction between methodology and context and the role of local cultures of learning are also examined. It then concludes with a number of recommendations as to how language educators may work constructively with the complex dynamic of classroom teaching and learning."--BOOK JACKET
| Item type | Current library | Shelving location | Call number | Copy number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|---|
| Books | MEF Üniversitesi Kütüphanesi | Genel Koleksiyon | P 51 .T83 2002 (Browse shelf (Opens below)) | Available | 0012793 | ||
| Books | MEF Üniversitesi Kütüphanesi | Genel Koleksiyon | P 51 .T83 2002 (Browse shelf (Opens below)) | c.2 | Available | 0012869 |
First published 2001, reprinted 2002, transferred to digital printing 2008
Includes bibliographical references (pages 215-225) and index
"Traditionally, the classroom has been seen as a place where language learning is assumed to take place in a linear manner on the basis of a fairly predictable input-output model. Recent research, however, has portrayed the classroom as a complex environment which is influenced by a wide range of attitudinal and contextual factors. This book seeks to explore the dynamic and frequently unpredictable nature of the language classroom. It does this by examining the various conceptions of language, learning, and the classroom which influence participants' attitudes and actions. The interaction between methodology and context and the role of local cultures of learning are also examined. It then concludes with a number of recommendations as to how language educators may work constructively with the complex dynamic of classroom teaching and learning."--BOOK JACKET