Improving Foreign Language Teaching

*Improving Foreign Language Teaching* provides teachers, student teachers, and teacher trainers with a research-based structure for the effective teaching and assessment of foreign languages. Offering a framework that can be used to support implemenation of national curricula, or to develop your own curriculum, it also presents practical activities and materials, and guidance on how student progress can be monitored and recorded.

Improving Foreign Language Teaching provides teachers and teacher trainers with a research-based structure for the effective teaching and assessment of second languages. As well as outlining a model for teacher development, the book identifies and exemplifies eight key principles for effective language learning, which can be used to guide curriculum design and decisions about classroom pedagogy. Improving Foreign Language Teaching also presents practical activities, related materials, and guidance on how student progress can be monitored and recorded.

Based on the research of the authors and other international experts, together with the work of a consortium established by the authors and teachers in a range of secondary schools, the book focusses on the development of language skills and communicative competence. It also proposes an assessment system which better reflects how learners progress in language learning than current models.

Taking as its starting point the challenge of a curriculum in flux and complex pedagogical approaches, this book offers clear research-informed guidance for effective planning, teaching and learning. It will be essential reading for all those concerned with the improvement of language learning and teaching in the secondary classroom.

Autorentext

Ernesto Macaro is Professor of Applied Linguistics at Oxford University Department of Education (OUDE), UK.

Suzanne Graham is Professor of Language and Education at the Institute of Education, University of Reading, UK.

Robert Woore is a lecturer in Applied Linguistics at Oxford University Department of Education (OUDE), UK.

Inhalt

1. The problem with 'improving language learning' 2. Oral interaction in the second language classroom 3. Reading and listening: Developing knowledge and making the most of it 4. Developing the learner through writing: Recursion and compromise 5. A pedagogical assessment system 6. Preparing to become, and continuing to be, a language teacher 7. The PDCinMFL project 8. Putting the 'Principles' into practice 9. By way of conclusion