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Handbook of Teaching Methodology

Handbook of Teaching Methodology

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Published by Tariq Hayat
Handbook of Teaching Methodology
Handbook of Teaching Methodology

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Published by: Tariq Hayat on Mar 27, 2010
Copyright:Attribution Non-commercial


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Maya Pentcheva,Todor Shopov
Whole Language, Whole Person
A Handbook of Language Teaching MethodologyEdited by Filomena Capucho andPeter HanenbergSofia, Viseu, 1999
Whole Language, Whole Person: A Handbook of Language Teaching Methodology
Foreword3Chapter 1: Principles of Teaching61.1.Cognitive Principles71.2.Social Principles201.3.Linguistic Principles25Chapter 2: Exploring Language Teaching Methods352.1.Period I: Direct Language Teaching352.2.Period II: Audio-lingual Teaching and the Innovative Methods of the 1970s372.3.Period III: Communicative Language Teaching41Chapter 3: Paradigm Shift in Education473.1.Changing the Focus of Education473.2.A Teaching Paradigm to Meet Psychosocial Needs503.3.Factors of Cooperative Learning533.4.Cooperative Language Learning56Chapter 4: The Language Curriculum594.1.Constructivism604.2.The General versus Specific Course Conjecture634.3.Random Access Instruction in Complex and Ill-structuredDomains654.4.Language Curriculum as a Knowledge Strategic Hypertext664.5.Instead of a Conclusion70References71
Whole Language, Whole Person: A Handbook of Language Teaching Methodology
This book is written within the framework of the
 Exchange to Change Project 
. We have been trying the find out what the methodologicalimplications of the awareness resulting from reflective mobility are. Is thereany “methodological value” added in result of the visiting and welcomingexperiences of language teachers and learners in mobility? Our aim is tooffer some orientation into the general educational concerns of the Project.The task is formidable. It is the focus of many different lines of exploration.In his poem “Little Gidding” in
 Four Quarters
, T. S. Eliot puts it in thisway:We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.Yet, this is an optimistic book. At some moments in history, professionalspheres are susceptible to important change. We believe that we want andcan cross the threshold of “exchange to change” and step into the realm of educational promises fulfilled.The title indicates our 
holistic approach
to the analysis and synthesis of theconcepts of language, personality, methodology, communication and inter-comprehension, etc. This approach emphasizes the priority of the whole over its parts. We hold that language teaching and learning is a
complexknowledge domain
, characterized by network of relationships in a social andcultural context. In addition, we believe that methodology is aninterdisciplinary field, which cannot be understood in isolation. Our  perspective sees it in terms of its relations to other knowledge domains.We shall look into a range of issues, which are not only interestingthemselves, but also relevant to the objectives of the Project and, hopefully,to the Reader. The nature and extent of the relevance is difficult, if notimpossible, to determine
a priori
. However, the book supplements theProject Modules and serves as a concise reference material on the theory of the teaching and learning of modern foreign languages. Methodological
Whole Language, Whole Person: A Handbook of Language Teaching Methodology

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