TEACHING TECHNIQUES IN ENGLISH AS A SECOND eV TciUE teh OXFORD Lea UT and Principles in Language eral teyTechniques and Principles in Language Teaching DIANE LARSEN-FREEMAN Second Edition OXFORD UNIVERSITY PRESSGreet Citendon Sie Ox ox 6or Oxford Univer Preuicadparnnt ofthe Univer of Ox, 'efutharsthe Unive’ objec exelent, cholah, dat eduston by pig wits Oxford ev York ‘uckind Bog Rosser Ales CapeTowa Chena area Dah HongKong tnt Kase ats Kolstonpar hats Melbourne Nowewtay Mune Nab SioPaulo Shang hip Toye Terosse xrono and oxF0k0 acts ae egteed ade mk of xfer sive Prenat kandi ceva ene © Oxf Univers Pres 300 Tae moa rightsof heather haven sete Daas gh Oxon Univer Pros ake Pine bite eo 2008 2007 4006 2005 2004 09 No unauthorized photocopying Alright reserved No pat of palicarion maybe reproduced, ore ina reel sytem, of tamed nau for hy syns, Siu te sperms in wag Ove Unio, ok exprely permed by iw or undr tern peed wath he spropite ‘epioguphie ightsorganiation Baan concemingtepeamnion ‘siete scope ofthe above shostd he ca tthe ET eh Depament ‘tard Unveity tre te aadres bore Yum o0t rn this bok nay other dingo cover andy nt nspora he ume coin on oy seer ‘Ay wei Yes hspbcaon arn the pubic domaln an theresa ae provid by Oxon Unters Peso ra xfs Uiversy Hes dscns any sponably er the eortent ssw 039455748 Printed China Series Editors’ Preface It is always a fecling of great pride for general editors of a pedagogical setics when the resounding success of one of its books leads to the demand for publication of a second, expanded edition. We are therefore extremely pleased that Diane Larsen-Freeman has undertaken to con- tribute to the field of language-teaching professionals a newly revised, updated, and enlarged version of her original and immensely valuable Techniques and Principles in Language Teaching. The ways in which the second edition differs from the firs-—fram the addition of uew methods, through more attention to the learning process, to a little self-indulgence in methodological choice—are amply documented in Diane’s own mes- sage ‘To the Teacher Educator’, and these are departures that are both appropiate and illuminating. What has not changed, however—and modesty would prevent her from saying so—are the intangible qualities that made the first edition so special: enlightenment without coudescen- sion, comprehensiveness without tedium, engagement without oversim- plification. Still evident as before is Dianc’s gift for being abte gently to lead one co examine one’s own professional behavior for possible incon- gtuities between one’s view of language and the way one teaches it. And still there, even intensified, is evidence of her serious and deeply personal thought devoted to complex pedagogical issues and her incomparable ability to make these matters come alive with great clarity for the widest professional readership. It is no mean accomplishment. Russell N. Campbell William E. Rutherford