- Series: Cambridge Language Teaching Library
- Paperback: 200 pages
- Publisher: Cambridge University Press (February 23, 1990)
- Language: English
- ISBN-10: 0521387949
- ISBN-13: 978-0521387941
- Product Dimensions: 6 x 0.5 x 9 inches
- Shipping Weight: 12 ounces (View shipping rates and policies)
- Average Customer Review: 4 customer reviews
- Amazon Best Sellers Rank: #2,282,726 in Books (See Top 100 in Books)
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The Language Teaching Matrix (Cambridge Language Teaching Library)
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..."an inspiring book that calls on language teachers to reflect on their work, monitor themselves...and grow by analysing their failures, never standing still, but exploring in interaction with their students how they can best facilitate language learning." EFL Gazette
Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Topics covered include the nature of effective teaching, self-monitoring in teacher development, language and content, and teaching listening, speaking, reading and writing. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.
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Top customer reviews
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"The Language Teaching Matrix" (1990) is one such book that I rely on. I consult this particular title when designing instructional materials or a course, or when I need to re-examine my own pedagogical assumptions and beliefs.
As a Technical Communication instructor at the university, I found CHAPTER 6 (FROM MEANING INTO WORDS: WRITING IN A SECOND OR FOREIGN LANGUAGE) to be very helpful and I return to it to re-check my personal assumptions, theory, beliefs and strategies about teaching writing, in general, and technical report writing, in particular. I would like to highly recommend any writing instructor to read this particular chapter of the book.
The book, in general, is a great resource for course design and classroom teaching. However, this title alone perhaps isn't sufficient to guide course design and instruction. If used in combination with other similar titles, this can be of great help. Also, I was hoping to see the latest edition of the book on Amazon.com but was disappointed.
Dr. M. Solaiman Ali
ESP Unit, Faculty of Engineering
King Abdulaziz University, Jeddah