Professional Documents
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Reviews: The Practice of English Language Teaching
Reviews: The Practice of English Language Teaching
The Practice of English Language Teaching principle and practice in such useful and
J. Harmer appropriate ways for pre-service teachers. It
became an acclaimed and invaluable resource for
First Edition Longman 1983, 252 pp. teachers and teacher trainers, and with a second
isbn: 0 582 74612 4 edition, a classic in the field. A younger colleague of
mine describes it as his introduction to TEFL , and
Second Edition Longman 1991, 296 pp.
this must be true for many.
isbn: 0 582 04656 4
The second edition was published in 1991, with
Third Edition Pearson Education 2001, 370 pp., audience and aims unchanged, and essentially the
£16.95 same structure, but 44 pages longer. The additional
isbn: 0 582 40385 5 length allowed for inclusion of content which
reflected developing concerns within the previous
1. Revisiting the first and second editions decade. Discourse and vocabulary found a place in
the consideration of language and in aspects of
The first edition of Harmer’s The Practice of English
curriculum design. Task-based learning,
Language Teaching was published 20 years ago. It
humanistic approaches, and self-direction were
quickly and deservedly became a much-used and
given space in the consideration of learning. A new
popular teacher training text on pre-service
chapter was devoted to the teaching of vocabulary,
courses, and a training guide for tutors. Its virtues
and readers also benefited from the appropriate, if
included comprehensiveness of content, clarity of
brief, mention of learner training, experiential
explanation, a wealth of illustration in the author’s
learning through projects, and discovery
own examples and those taken for analysis from
techniques in teaching grammar.
contemporary coursebooks and, not least, a
confidence of style deriving from the author’s rich 2. Reviewing the third edition
experience as a teacher trainer.
The new edition is introduced as completely
The Preface to the first edition implied as audience revised and updated, and the Preface presents
‘the teacher in training or the teacher recently several reasons for this, which predictably link to
embarked on a career in ELT ’ and it aimed, for changes within the field of ELT and, in e¤ect,
these categories of teacher, to ‘draw together many constitute the aims of the book. They thereby
of the theoretical insights of recent years’ and to provide a framework for review. It seems to be a
put these ‘at the service of a broad theoretical seven-point framework, and can be set out as:
approach, the balanced activities approach’. The
1. changes in technology: the use of computers
book did admirably through a three-part
and the Internet, and the development of
discussion. Part A made accessible to novice
computer corpora
teachers key aspects of theory, looking in turn at
learners, at language, at curriculum, and at 2. new areas of research and innovation
language learning. Part B looked at the practice of 3. modifications in attitudes to language study,
teaching, focusing largely on grammar and skills, with serious attempts to improve classroom
using the traditional division into receptive and procedures
productive skills. Part C looked at the planning and
management of learning with sections on the 4. a growing realization that methodology needs to
teacher’s roles, student groupings, discipline, and be culture-specific
lesson planning. There was no more 5. debate on the role of English in the modern
comprehensive book at the time which integrated world