Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-23T19:30:29.466Z Has data issue: false hasContentIssue false

8 - Method, Methodology, Technological Medium, and Good Language Teachers

from Part II - Classroom Perspectives

Published online by Cambridge University Press:  22 April 2020

By
Birsen Tütüniş
Edited by
Carol Griffiths  and
Zia Tajeddin
Carol Griffiths
Affiliation:
University of Leeds
Zia Tajeddin
Affiliation:
Tarbiat Modares University, Iran
Get access

Summary

Chapter 8 discusses method and the good language teacher. The author begins by reviewing the literature on methods and methodology and then describes two teachers’ integration of technology with other methods. Four experienced teachers are also interviewed.

Keywords

methodmethodologytechnology
Type
Chapter
Information
Lessons from Good Language Teachers , pp. 95 - 106
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allwright, D. (1991). The death of method. CRILE Working Paper 10. Lancaster, UK: Lancaster University.Google Scholar
Asher, J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53(1), 3–17.Google Scholar
Brown, D. (2002). English language teaching in the “Post-Method” era: Towards better diagnosis, treatment, and assessment. In Richards, J. C. & Renandya, W. (Eds.), Methodology in language teaching (pp. 9–18). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 2004, 1(1), 14–26.Google Scholar
Curran, C. A. (1976). Counseling-learning in second languages. Apple River, Ill.: Apple River Press.Google Scholar
Dörnyei, Z. (2014). Researching complex dynamic systems: “Retrodictive qualitative modelling” in the language classroom. Language Teaching, 47(1), 80–91.CrossRefGoogle Scholar
Ellis, G., & Sinclair, B. (1989). Learning to learn. Cambridge: Cambridge University Press.Google Scholar
Ellis, R. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.Google Scholar
Gattegno, C. (1963). Teaching foreign languages in schools: The silent way. Reading, UK: Educational Explorers.Google Scholar
Gouin, F. (1896). The art of teaching and studying language. London: G. Philip & Son.Google Scholar
Griffiths, C. (2008). Teaching/learning method and good language learners. In Griffiths, C. (Ed.), Lessons from good language learners (pp. 255–265). Cambridge: Cambridge University PressGoogle Scholar
Griffiths, C. (2018). The strategy factor in successful language learning (2nd ed.). Bristol, UK: Multilingual Matters.Google Scholar
Halliday, M. (1977). Explorations in the functions of language. New York, NY: Elsevier North-Holland.Google Scholar
Heyer, S. (2004). All new easy true stories: A picture-based beginning reader. White Plains, NY: Longman.Google Scholar
Hockly, N. (2011). The digital generation. ELT Journal, 65(3), 322–325.Google Scholar
Hockly, N. (2017). One-to-one computer initiatives. ELT Journal, 71(1), 80–86.Google Scholar
Hymes, D. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (Eds.), Sociolinguistics. Selected readings (pp. 269–293). Harmondsworth, UK: Penguin.Google Scholar
Krashen, S., & Terrell, T. (1983). The natural approach. Hayward, CA: Hayward Press.Google Scholar
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48.Google Scholar
Kumaravadivelu, B. (2006). Understanding language teaching from method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Larsen-Freeman, D. (2000). Techniques and principles of language teaching. Oxford: Oxford University Press.Google Scholar
Lewis, G. (2017). Learning technology. Oxford: Oxford University Press.Google Scholar
Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.Google Scholar
Lozanov, G. (1978). Suggestology and outlines of suggestopedy. New York, NY: Gordon & Breach.Google Scholar
Nunan, D. (1987). Syllabus design. Oxford: Oxford University Press.Google Scholar
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Google Scholar
O’Malley, M., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House.Google Scholar
Pawlak, M. (2020). Grammar and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 219–231). Cambridge: Cambridge University Press.Google Scholar
Psaltou-Joycey, A. (2020). Language learning strategies and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 175–186). Cambridge: Cambridge University Press.Google Scholar
Ray, B. (1990). Look, I can talk English. Los Gatos, CA: Sky Oak Production.Google Scholar
Rayan, A. (n.d.). What are the characteristics of a successful teacher of English? British Council. Retrieved from: www.teachingenglish.org.uk/blogs/albertrayan/characteristics-highly-effective-teachers-english.Google Scholar
Richards, J. C., & Rodgers, T. S. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2), 153–168.CrossRefGoogle Scholar
Richards, J. C., & Rodgers, T. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.Google Scholar
Rocha, V., & Coutinho, C. (2015). Assessing pedagogical dimensions of an educational app: A tool for teachers and educators. In Garbett, D. & Ovens, A. (Eds.), Teaching for tomorrow today (pp. 123–132). Auckland: EDIFY LTD.Google Scholar
Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.Google Scholar
Scholz, K., & Schulze, M. (2017). Digital-gaming trajectories and second language development. Language Learning & Technology, 21(1), 100–120. Retrieved from: www.lltjournal.org/item/2987.Google Scholar
Sorcinelli, M. D. (1986). Teaching academic career paths: Implications for faculty development. To Improve the Academy 5, 169–181. Retrieved from: http://teachingandlearning.illinois.edu/pdf/Sorcinelli_Observation_Guide.pdf.CrossRefGoogle Scholar
Tajeddin, Z. (2005). A critique of the inception and premises of the postmethod paradigm. ILI Language Teaching Journal, 1(1), 1–14.Google Scholar
Thornbury, S. (1996). Teachers research teacher talk. ELT Journal, 50(4), 279–288.CrossRefGoogle Scholar
Thornbury, S. (1999). How to teach grammar. Harlow, UK: Longman.Google Scholar
Thornbury, S. (2002). How to teach vocabulary. Harlow, UK: LongmanGoogle Scholar
Weimer, M. (1991). Improving college teaching, strategies for developing instructional effectiveness. San Francisco, CA: Jossey-Bass PublishersGoogle Scholar
Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×