Process and Experience in the Language Classroom

Nonfiction, Reference & Language, Language Arts, Study & Teaching, Linguistics
Cover of the book Process and Experience in the Language Classroom by Michael Legutke, Howard Thomas, Christopher N. Candlin, Taylor and Francis
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Author: Michael Legutke, Howard Thomas, Christopher N. Candlin ISBN: 9781317901600
Publisher: Taylor and Francis Publication: June 6, 2014
Imprint: Routledge Language: English
Author: Michael Legutke, Howard Thomas, Christopher N. Candlin
ISBN: 9781317901600
Publisher: Taylor and Francis
Publication: June 6, 2014
Imprint: Routledge
Language: English

Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process.

The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

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Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process.

The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

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