Book contents
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Introduction
Published online by Cambridge University Press: 07 September 2010
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Summary
The aim of this introductory chapter is to lay the ground for the book as a whole. It does this by looking at what we mean when we refer to the teaching of English to speakers of other languages (TESOL). In the course of the discussion, we offer definitions of terms and concepts that are subsumed within the concept of TESOL. The chapter includes a discussion of what we mean by the terms ‘applied linguistics’ as well as differences and distinctions between widely used acronyms in the field such as ESOL, ELT, ESL, EFL, EAL, EWL, ESP, EAP and ESL (for details of these terms, see below). As we provide definitions, we look at ways in which second language (L2) teaching is differentiated from foreign language teaching.
In addition to providing definition, description and exemplification of key terms, we look at the impact of economic and technological globalisation on English language teaching, as well as the standardisation of English in relation to different sociocultural contexts. In the final part of the chapter, we provide a rationale for the book and an outline of the organisation and sequencing of the chapters.
What is TESOL?
TESOL is an acronym which stands for Teaching English to speakers of other languages and is a ‘blanket’ term covering situations in which English is taught as an L2, as well as those in which it is taught as a foreign language.
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- Publisher: Cambridge University PressPrint publication year: 2001
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