The dynamics of the language classroom

Başlık:

Yazar:

Tudor, Ian.

ISBN:

9780521772037

9780521776769

Ek Yazar:

Tudor, Ian.

Yayım Bilgisi:

Cambridge ; New York : Cambridge University Press, 2002.

Fiziksel Tanım:

viii, 234 p. ; 23 cm.

Series:

Cambridge language teaching library.

General Note:

First published 2001, reprinted 2002, transferred to digital printing 2008

Konu Terimleri:

Dil ve diller -- Çalışma ve öğretim.

Dil ve diller -- Öğrenim.

Language and languages -- Study and teaching.

Mevcut:*

Library	Materyal Türü	Barkod	Yer Numarası	Durum
Searching... Pamukkale Merkez Kütüphanesi	Kitap	0066454	P51 T836 2002	Searching... Unknown

Traditionally, the classroom has been seen as a place where language learning takes place in a linear manner on a fairly predictable input-output model. Recent research, however, has portrayed the classroom as a complex environment which is influenced by a wide range of attitudinal and contextual factors. The Dynamics of the Language Classroom examines the various conceptions of language, learning, and of the classroom, which influence participants' attitudes and actions. The interaction between methodology and context and the role of local cultures of learning is also examined. It concludes with recommendations as to how language educators may work constructively with the complex dynamics of classroom teaching and learning.

List of abbreviations	p. vii
Acknowledgements	p. viii
Introduction	p. 1
1 A changing perspective on language teaching	p. 5
1.1 A new technology of language teaching	p. 5
1.2 Towards an ecological perspective on language teaching	p. 8
1.3 Learner identities	p. 11
1.4 Teacher identities	p. 15
1.5 Identity and context	p. 18
1.6 Emerging responses, emerging challenges	p. 21
2 The dynamics of teaching and learning	p. 28
2.1 Locating language teaching	p. 28
2.2 Diversity and rationality	p. 31
2.3 A changing research agenda	p. 39
2.4 A dynamic perspective on the classroom	p. 43
2.5 Exploring classroom dynamics	p. 47
3 Visions of language	p. 49
3.1 The language is the language: Or is it?	p. 49
3.2 Language as a linguistic system	p. 50
3.3 Language as doing things: The functional perspective	p. 57
3.4 Language as self-expression	p. 65
3.5 Language as culture and ideology	p. 69
3.6 Overview	p. 75
4 Visions of learning	p. 77
4.1 The diversity of the learning experience	p. 77
4.2 Experiential learning	p. 78
4.3 Analytical learning	p. 85
4.4 Habit formation: Developing automaticity	p. 90
4.5 The role of affect	p. 95
4.6 Overview	p. 102
5 Visions of the classroom	p. 104
5.1 The many meanings of the classroom	p. 104
5.2 The classroom as a controlled learning environment	p. 105
5.3 The communicative classroom	p. 111
5.4 The classroom as a school of autonomy	p. 117
5.5 The classroom as socialisation	p. 123
5.6 Overview	p. 129
6 Methodology and context	p. 132
6.1 Putting methodology in its place	p. 132
6.2 Exploring context	p. 133
6.3 The force of circumstance	p. 136
6.4 Conflicting rationalities	p. 145
6.5 Overview	p. 155
7 Exploiting local dynamics	p. 157
7.1 The mental context of learning	p. 157
7.2 Cultures of learning	p. 158
7.3 Discovering the rules	p. 160
7.4 A study in educational ethnography	p. 170
7.5 Overview	p. 179
8 Negotiation in the classroom	p. 181
8.1 Teaching as negotiation	p. 181
8.2 Negotiative dynamics	p. 182
8.3 Negotiating classroom identities	p. 185
8.4 A tale of two courses: Negotiating classroom realities among multiple participants	p. 196
8.5 Overview	p. 205
9 Living with complexity	p. 207
References	p. 215
Index	p. 226

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