Teaching methodology books

Doing Task-based Teaching by Willis and Willis (OUP)

ISBN-13: 978-0194422109

This book gives examples of a range of task sequences suitable for all levels of learners, using both written and spoken English.

The advice is based firmly in the classroom and includes contributions from teachers from around the world who are enthusiastic about task-based teaching.

It takes account of research into language learning, and is ideal for both practising teachers and those on TEFL/TESOL courses.

Techniques and Principles in Language Teaching by Larsen-Freeman (OUP)

ISBN-13: 978-0194355742

This is a fully revised and updated edition of this popular introduction to language teaching methodology, which describes different methods and approaches in language teaching.

It provides practical, step-by-step guidance for new teachers and introduces more experienced teachers to new approaches and teaching ideas.

Learner Autonomy by Scharle and Szabo (CUP)

ISBN-13: 978-0521775342

Learner Autonomy offers practical guidance on helping learners realise that their contribution to the teaching-learning process is crucial. It also encourages them to take an active role in their own learning. Rather than advocating radical changes in Classroom Management, it focuses on the gradual process of changing learner attitudes. The activities are designed to develop a comprehensive range of skills and attitudes including motivation, learning strategies, self-monitoring and co-operation. The activities can be easily integrated into the regular curriculum as almost all serve some linguistic purpose in addition to learner development.

Teaching Adult Second Language Learners by McKay and Tom (CUP)

This book addresses the needs of adults studying English. It provides a useful summary of the principles involved in teaching adults as well as a wealth of activities specifically designed for adult learners. The text is divided into three sections: Section I provides an introduction to the adult language learner and discusses the issues of assessment/placement and course/lesson organization. Section II gives teachers techniques for building community in the classroom. Section III provides activities designed for students at various levels that are organized thematically around topics such as self-identification, food, clothing, and work.

Communication in the Language Classroom by Lynch (OUP)

ISBN-13: 978-0194335225

This book looks at how learners interact in the classroom, and offers guidance to teachers on how to make lessons more effective by giving learners better opportunities for interaction and communication.

Using illustrative transcripts, he offers insights from research into the nature of real-life interaction, and practical guidance on designing communicative tasks in all four skills.

Success in English Teaching by Davies and Pearce (OUP)

ISBN-13: 978-0194421713

This is a comprehensive and readable introduction to teaching English. Clear and jargon-free, it is easy to follow and suitable for initial teacher training, but also provides guidance and fresh ideas for more experienced teachers. It offers realistic ways of achieving success even with large classes and few resources.



Teaching and Learning in the Language Classroom by Tricia Hedge (OUP)

ISBN-13: 978-0194421720

This is a comprehensive handbook for teachers wishing to develop their teaching skills. It involves teachers in their own professional development and aims to develop insights into issues, problems, and possibilities in ELT methodology. It is also useful as a general reference for the classroom teacher. Each chapter is illustrated with examples from course materials and includes follow-up activities and recommended reading.

Teaching English as an International Language by McKay (OUP)

ISBN-13: 978-0194373647

This book provides an easily accessible overview of this increasingly important field. English is the major language of international communication, and everyone wants to learn it. This book questions the cultural assumptions underlying much English teaching, and suggests classroom aims and teaching methods which are based on the requirements of an international language.

Task-based Language Learning and Teaching by Ellis (OUP)

ISBN-13: 978-0194421591

This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment.

The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.

English for Specific Purposes by Hutchinson and Waters (OUP)

ISBN-13: 978-0521318372

This book offers the teacher a new perspective on this important field. The main concern is effective learning and how this can best be achieved in ESP courses. The authors discuss the evolution of ESP and its position today; the role of the ESP teacher; course design; syllabuses; materials; teaching methods, and evaluation procedures. It will be of interest to all teachers who are concerned with ESP. Those who are new to the field will find it a thorough, practical introduction while those with more extensive experience will find its approach both stimulating and innovative.

Teaching Techniques in English as a Second Language by Campbell and Rutherford (Eds.) (OUP)

This book provides a sound basis for teaching vocabulary, and answers such questions as which English words students need to learn most, and why some words are easier to learn than others.

Teaching Second Language Reading by Hudson (OUP)

This handbook will be useful for both new and experienced teachers who want to improve their practical strategies in teaching second language reading and their understanding of the reading process. The book examines a variety of approaches from classrooms and research that are used in teaching reading, and explores teaching methods focused on strategies. Teachers are encouraged to think about their own beliefs and opinions on the nature of reading and to examine their own personal reading activities.