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This introduction provides a guide to themes and developments in current writing theory, research and teaching. It is designed for those looking for an overview of current views on writing and the ways theory has been translated into teaching and research.
The new edition of Ken Hyland’s text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practices––as well as for scholars and practitioners looking to learn more about writing and literacy. New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing. Updated throughout––including revision to case studies and classroom practices––and discussion of Rhetorical Genre Studies, intercultural rhetoric, and expertise. Reorganised References and Resources section for ease of use for students, researchers, and teachers.
This book provides an authoritative, readable and up-to-date guide to the major themes and developments in current writing theory, research and teaching. Written in a clear, accessible style, it covers theoretical and conceptual issues, addresses current questions and shows how research has fed into state-of-the-art teaching methods, practices, materials and software applications. Thoroughly updated and revised, this second edition also contains a new chapter on important issues in writing such as genre, context and identity. The book includes: Suggestions for teaching approaches and small-scale, do-able research projects, illustrated with case studies Clearly laid out discussions of key topics using bullet points, screen shots, sidebars and quote boxes An extensive compendium of resources including lists of major journals, websites, professional associations, conferences and on-line databases A recommended reading section and glossary of key terms The combination of teaching and research analysis with practical information makes this an invaluable resource for teachers, supervisors, students, materials writers, trainers and professionals engaged in language study and teaching.
Written for language professionals who have a special interest in reading, this volume helps teachers understand the complex nature of reading and provides basic research inquiry to their expertise as teachers.
Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include · key concept boxes and a glossary of key terms · quote boxes highlighting critical issues in the field · resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.
Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in the field can be put to practical use in the classroom and in research. Key new features and material: exploration of the motivation to learn languages other than English (LOTEs); principles for designing L2 motivational studies; discussion of emerging areas of research, including unconscious motivation and language learning mindsets. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice. The final section provides a range of useful resources, including relevant websites, key reference works and an online repository of tools and instruments for researching language learning motivation. Fully revised by pre-eminent researchers in this field, Zoltán Dörnyei and Ema Ushioda, this is an invaluable resource for teachers and researchers alike.
China has attached great importance to teaching students to become proficient users of English. Yet, despite a plethora of studies and practice on Chinese ESL/EFL (English as a second/foreign language) learners, the large student population, its complicated composition and the complex nature of second and foreign language learning have rendered it difficult to offer a panoramic view on ESL/EFL teaching and learning of Chinese learners. This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. The book collects 15 case studies, falling into two parts—Curriculum Development and Teaching Practice and Skills-Based Research. The collected studies deploy qualitative, quantitative or mixed methods to explore patterns, features, developments and causes and effects of a variety of issues in the sphere of ESL/EFL teaching and learning. Moreover, the cases offer insights that are relevant beyond the mainland Chinese context such as Hong Kong, Macau, Britain and Australia. Students and scholars of TESOL and applied linguistics will be interested in this title.
