株式会社極東書店トップ ＞ 商品一覧 ＞ Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education.
商品詳細
Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education.
・ISBN 978-0-300-09156-4 paper US$ 42.00
￥9,840.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Savignon, Sandra J. (ed.), |
|---|---|
| シリーズ | (Yale Language Series) |
| 出版社 | (Yale University Press, US) |
| 出版年月 | 2002 |
| ページ数 | 256 pp. |
| 言語 | ENG |
| ニュース番号 | ＜A03-7732＞ |
解説
The emergence of English as a global language, along with technological innovations and the growing need for learner autonomy, is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs.
This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators.
The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a "native speaker" in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers.
This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators.
The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a "native speaker" in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers.