Magyar
EnglishKeresés
Összes találat megjelenítve : 2
Összes találat megjelenítve : 2
Találatok
Recent years have seen an increased awareness of the presence of learners with ctyslexia in our schools, and ongoing research is helping teachers understand the nature, causes, and challenges of dyslexia, as well as the potential and learning preferences of students with this learning difference. English as a Foreign Language (EFL) is a key subject in the school curriculum all over the world, and in most cases learners with dyslexia are not exempt from studying it. Unfortunately, English can be very challenging for these learners, not only because of their learning difference, but also because of a number of additional barriers that may be present in the classroom due to inappropriate teaching methods. While clinical and pedagogical research show that learners with dyslexia require specific attention in the foreign language classroom, school regulations vary, only in some countries are these learners eligible for individualized special needs teaching, while probably the most common scenario involves them being included in mainstream classes without special needs support. What can EFL teachers reasonably do in their classrooms to support learners with dyslexia? What do they need to know? WTiat principles, strategies, and techniques should they use? And when it comes to assessing these learners, what should they do? This book provides answers to these questions based on current trends in foreign language research which, over the past 30 years, have increasingly addressed the …
Tovább a műhöz
As a language teacher you must make decisions all of the time. Some of your decisions are relatively minor ones—should homework be assigned that particular day, for instance. Other decisions have more profound implications. What should be the goal oflanguage instruction? Which language teaching method will be the most effective in reaching it? What is the best means of evaluation to see if it has been reached? There is no single correct answer to questions like these. Each of you has to answer them for yourself. We believe, however, that a teacher informed about some of the possibilities will make better decisions. Making informed choices is, after all, what teaching is all about (Stevick 1982; Larsen-Freeman 1983a, 1983b). One purpose of this book, therefore, is to provide information to teachers and teacher trainees about eight methods of foreign language teaching. By reading this book you will gain an understanding of the principles on which these methods are based and of the techniques associated with each method. These eight were chosen because they are all currently practiced today. It is not our purpose to convince you of the superiority of any one of them; indeed, the inclusion of a method in this book should not be construed as an endorsement of that method. What is being recommended is that, in the interest of becoming informed about existing choices, you investigate each method. A second purpose for this book is to encourage you to examine your own beliefs about …
Tovább a műhöz