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Exploratory practice for continuing professional development: An innovative approach for language teachers
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Understanding Washback in the Classrooms: The Conflicts of the Syllabus and the Examination
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In: Journal of Education and Practice; Vol 9, No 2 (2018); 117-130 (2018)
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Understanding teachers' pedagogical knowledge in ESL vocabulary teaching
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Preservice teachers’ beliefs and practices in teaching English to young learners
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University English: Issues and directions for curriculum development
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English language teacher identity: a framework for teacher learning and professional development
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Syllabus design in a post-method age
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Abstract:
In the 1970s and 1980s, the field of Syllabus Design was a focus area for research in both second language acquisition and language use in social contexts. The elaboration of new and more effective syllabuses was considered as the likely outcome of theoretical and empirical work, and the key to improving second or other language learning in schools and universities. This programme of research and development did not deliver on this promise, and syllabus design has faded as a focus of enquiry. This paper explores the reasons for this, and documents current practices in putting programmes together. The challenges of syllabus design have been left to teachers, and in the final section, some considerations for teachers to work with in designing their programmes are outlined
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URL: https://eprints.soton.ac.uk/364566/ https://eprints.soton.ac.uk/364566/1/Syll%2520Des%2520Chapter.docx
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The oral presentation as a context for learning and assessment
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Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy
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Language, culture and identity in applied linguistics : selected papers from the annual meeting of the British Association for Applied Linguistics, University of Bristol, September 2005
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UB Frankfurt Linguistik
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