Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics)

Woods, Devon

ISBN 10: 0521497884 / ISBN 13: 9780521497886

Edité par Cambridge University Press, 1996

A propos de cet article

First edition. Good condition paperback with minimal wear. Contents are clean and bright. Gift message to ffep.

N° de réf. du vendeur 9999-99997047255

Détails bibliographiques

• Titre: Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics)
• Éditeur: Cambridge University Press
• Date de parution: 1996
• Langue: anglais
• ISBN à 10 chiffres: 0521497884
• ISBN à 13 chiffres: 9780521497886
• Reliure: Paperback
• Édition: Edition originale
• État de l'article: Good

A propos de ce titre

Synopsis

This book examines how and what teachers think in their practice of language teaching.

Revue de presse

'Woods' study makes an invaluable contribution to the theorising of second language teaching. It is a complex and thought-provoking read involving, at times, an abstract level of discussion. Throughout, however, it is amply illustrated with interview and classroom data which illuminate the abstract concepts clearly and entertainingly.' EA Journal

'This publication raises real challenges to received views and cosy assumptions about what constitutes 'effective' language teaching behaviour.' EA Journal

'Teacher Cognition in Language Teaching is an excellent book, which has opened my eyes to a largely unexplored area in language pedagogy. In general, eschewing the bandwagon effect of learner-centredness, it reinstates the teacher as the main desicion-maker and, by implication, repsponsibility-bearer.' ' ... it offers a rich research agenda, well worth putting on the reading list of any postgraduate course in language pedagogy, teacher education, or applied linguistics.' ELT Journal Volume 51/4, 1997