The practice of English language teaching

Since the publication of The Practice of English Language Teaching in 1983 much has happened in the world of language teaching: new concerns have occupied the minds of methodologists and applied linguists; new textbooks have been written; new techniques have become fashionable. We must be grateful for all this flux and change since without it teaching would be a grey and ultimately depressing experience. But of course it isn’t (except sometimes!). It’s a constantly interesting and exciting occupation and the new discoveries and insights that we come across or which are put before us make it more challenging and keep us on our toes where otherwise we might become stifled by the routine of it all. With all these things going on it became clear that a new edition of The Practice of English Language Teaching was necessary. In the first place the textbook examples in the first edition were quite simply out of date. A new generation of materials is in use and this needs to be reflected in the book. Then there is the issue of methodology. In the last few years we have seen an awakening of interest in task-based learning, self-directed learning, learner training, and discovery techniques to name but a few of the many concerns that have excited us all. There has also been a renaissance of interest in vocabulary and vocabulary teaching. These, then are some of the considerations which have prompted this new edition. Readers who are familiar with the original will find here a completely new chapter on teaching vocabulary (Chapter 9). Discovery techniques appear (especially in Chapters 6 and 9); there is an extended discussion on language learning theory and approaches in Chapter 4 (including new sections on Task-based learning and Humanistic approaches) and a recognition of the change in perception about what communicative competence might be in Chapters 2 and 3. Dictation makes an appearance in Chapter 7 and the chapter on communicative activities (Chapter 8) includes new categories for oral and written exercises and sections on learner training and projects. In Chapter 11 the discussion of teacher roles has been expanded and clarified; there is a new section on the use of the mother tongue. Chapter 12 has a new specimen lesson plan. Overall the many examples of textbook materials have been updated to reflect the current style and content of such materials and mention is made of both video and computers - both of which are considerably more commonplace than they were when the first edition of this book was written. Despite all these additions and changes, however, the structure of The Practice of English Language Teaching remains essentially the same. In Part A: Background Issues, we look at some of the theoretical concerns which influence the teaching of English as a Foreign Language. In Part B: Practice, we study materials and techniques for teaching, and in Part C: Management and Planning, we look at how classrooms and students can be organised and what is the best way to prepare for a lesson. The appendix on materials evaluation should help anyone who is in a position to select the textbook which their students are going to use.