English as a Foreign Language: Perspectives on Teaching, Multilingualism and InterculturalismFotini Anastassiou Cambridge Scholars Publishing, 13/01/2020 - 297 páginas This book introduces the reader to the ongoing research on teaching English as a foreign language and highlights recent trends in theories of acquisition, teaching and development of communication and intercultural skills. As English as a third language is increasingly recognised as a common world reality, research around this particular subject certainly provides useful answers to questions regarding the most desirable pedagogical method when teaching it at school, the strategies that students use when learning foreign languages, the best age for introducing additional languages in the school curriculum, and the attitude of pupils when learning a foreign language, and English in particular, given its global significance. The contributions gathered here will give the reader a general idea of where research on English as a foreign language is heading now in the areas of teaching, pedagogy, intercultural and multilingual studies and teaching students with learning difficulties. The authors situate their research in current debates in terms of theory and empirical data. They address issues of English as a foreign language in a wide variety of settings, countries and orientations, coming from Brazil, Bulgaria, Chile, Cyprus, France, Germany, Greece, Italy, Portugal, Turkey, the UK and the USA. |
Índice
1 | |
20 | |
40 | |
Chapter Four | 54 |
Chapter Five | 84 |
Chapter Six | 110 |
Chapter Seven | 137 |
Chapter Eight | 167 |
Chapter Nine | 186 |
Chapter Ten | 211 |
Chapter Eleven | 238 |
Editors and Contributors | 275 |
Palavras e frases frequentes
according activities aimed analysis Applied approach aspects assessment assessment literacy attitudes awareness bilingual changes classes classroom CLIL cognitive communication competence concept context corpus countries creative critical cultural difficulties discussion diversity dyslexia dyslexic effects English language European example experiences factors findings focus foreign language French gender global Greek heritage language higher education idea important instruction integrative intercultural interest International involved issues Italy Journal knowledge language acquisition language learning language teaching learners linguistic literature meaning measures methods motivation multilingual names needs parental participants performance perspective possible practices present proficiency promote questions reading refers regarding Retrieved revisions role Science second language showed skills social speakers specific stage story strategies suggested Table tasks teachers testing thinking third understanding University vocabulary writing