The objective of this course is to provide students with a theoretical and practical foundation for teaching and learning English as a foreign language. As a result of the course, the students will have acquired a solid base of methodology as well as intercultural awareness that will allow them to teach English in a variety of different geographical and social contexts.
Prerequisites:
Interest in the instruction of English to non-native speakers.
Learning outcomes:
By the end of the course, students should be able to:
• Apply teaching methods for foreign-language instruction to improve the structure of their classes.
• Learn ways to discover the interests, needs and individual learning styles of their students.
• Design adequate activities to meet the interests, needs, and learning styles of their students.
• Create a comprehensive lesson plan in which all of the necessary steps are outlined and the designed activities effectively guide the students to the designated objective and allow them to acquire the necessary skills in a step-by-step format.
• Know the criteria to judge which teaching methods would be most effective in any particular class.
• Organize a portfolio for potential employers including their thoughts and reflections on teaching a foreign language, examples of activities, an active reading list, etc.
Method of presentation:
Each session will begin with a discussion of the weekly internships and an overview of the theoretical reflections contained in the reading assignments. New theoretical content will then be presented in conjunction with activities to demonstrate the practical applications of the explained theory.
Required work and form of assessment:
• 10% Class Participation. Interest, motivation and participation in class discussions will be taken into account in the final grade.
• 10% Weekly readings/related work. Students will be evaluated on the level of reflection of the weekly readings.
• 20% Journal. Throughout the course students will be responsible for keeping a journal containing their reflections of the weekly readings as well as a description and analysis of the context in which they apply the techniques learned in the course to their field work. The journal entries will focus on the relationship between the theories learned in the course and the readings and their practical application as students implement them in their own classrooms.
• 20% Oral Presentations. Students will orally present activities that demonstrate their understanding of certain theories. Additionally, in the final session students will create and present a complete lesson that applies a concrete foreign-language teaching method.
• 20% Exam - Final Oral Presentation. Students will orally present a complete lesson on any chosen topic that applies acquired knowledge on methodology based on content.
• 20% Teaching Supervisor’s Evaluation. The internship supervisor will complete an evaluation for each student taking into account attendance, punctuality, interest, motivation, flexibility, professionalism, resourcefulness, initiative, participation, etc.
content:
Week 1: Overview of the course – objectives, content, materials, and class dynamics.
Required readings:
• Tomlinson, B. 2003. “Humanizing the Coursebook.” In W. A. Reynadya (ed.) Methodology and Materials Design in Language Teaching: Current Perceptions and Practices and their Implications. Singapore: SEAMEO Regional language Centre: 12-29.
• Thornbury, S. & L. Meddings. 2001. “The Roaring in the Chimney (Or: What Coursebooks are Good for.” Humanizing Language Teaching 5 (available online in: http://www.hltmag.co.uk/sep01/sart8.htm)
• Hutchingson, T. & A. Waters. 1987. English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press: 39-52.
Week 2: Methodological trends in foreign language instruction. Importance of methodology, observation, and reflection for designing programs adapted to the needs of the students. (Part I)
Required readings:
• House, S. 2007. “CLIL (Content and Language Integrated Learning): A New Model for Language Learning”. In R. Durán and S. Sánchez-Reyes (Eds.). El Componente Lingüístico en la Didáctica de la Lengua Inglesa. Salamanca: Ediciones Universidad de Salamanca: 123-139.
• Casal Madinabeitia, S. 2006. “Cooperative Learning.” Greta Journal 14, 1-2: 80-84.
• Willis, J. 1998. A Framework for Task-Based Learning. London: Longman: 135-139.
Week 3: Methodological trends in foreign language instruction. (Part II)
Required readings:
• Dossier created by the instructor on various learning strategies.
• Dossier created by the instructor on multiple intelligences and various learning methods.
• Selection of activities from different textbooks.
• Putcha, H. 2005. “Making the most of multiple intelligences”. English Teaching Professional 41: 4-7.
Week 4: Vocabulary instruction: selection, presentation, and application.
Required readings:
• Dossier created by the instructor on activities related to vocabulary acquisition.
• González Rodríguez, L. M. 2008. “Aprendizaje léxico de una lengua extranjera mediante una metodología basada en la adquisición de contenidos” Odisea. Revista de Estudios Ingleses 9: 105-116.
• Shu Ying, Y. 2001. “Acquiring Vocabulary through a Context-based Approach.” English Teaching Forum 39, 1 (available online in: http://exchanges.state.gov/englishteaching/forum/archives/2001/01-39-1.html)
Week 5: Linguistic skills: reading comprehension.
Required readings:
• Dossier created by the instructor on reasons for reading, phases of text processing, reading strategies and activities to develop reading comprehension.
• Varaprasad, C. 1997. “Some Classrroom Strategies: Developing Critical Literacy Awareness”. English
Teaching Forum 35, 3.
• Villanueva de Debat, E. 2006. “Applying Current Approaches to the Teaching of Reading.” English
Teaching Forum 44, 1: 8-15.
Week 6: Linguistic skills: listening comprehension.
Required readings:
• Mohanraj, J. 1994. “Developing Listening Comprehension Using Easily Available Resources”. English Teaching Forum October: 40-41.
• Jingyi, J. & Y. Yang. 1999. “Actively Involving Students in Listening.” English Teaching Forum 37, 2 (available online in: http://exchanges.state.gov/englishteaching/forum/archives/1999/99-37-2.html)
Week 7: Linguistic skills: oral and written expression.
Required readings:
• Dossier created by the instructor on teaching materials, tasks and methods to approach writing in the English language.
• Zhang, Y. 2009. “Reading to Speak: Integrating Oral Communication Skills.” English Teaching Forum 47, 1: 32-34.
Week 8: Pronunciation instruction. Analysis and designing assignments.
Required readings:
• Walker, R. 2001. “Pronunciation for international intelligibility.” English Teaching Professional 21: 19-26.
Week 9: Cultural and intercultural competence in foreign language instruction. English literature as a vehicle for intercultural exploration. (Part I)
Required readings:
• Zacharias, N. T. 2005. “Developing Intercultural Competence Through Literature” Celt 5, 1: 27-41.
• González Rodríguez, 2008. L. M. “La Literatura en inglés como vía de exploración intercultural.” Lecture presented in the conference TESOL-Spain: Global English: Local Perspectives: 1-16.
Week 10: English literature as a vehicle for intercultural and language learning. (Part II)
Required readings:
• Genc, B. & E. Bada. 2005. “Culture in Language Learning and Teaching” The Reading Matrix 5, 1: 73-84.
• Matikainen, T. and C. B. Duffy. 2000. “Developing Cultural Understanding.” English Teaching Forum 38, 3: 40-49.
Week 11: WebQuests, Podcasts and the use of Internet resources in the EFL classroom.
Required readings:
• Chinnery, George M. 2005. “Speaking and Listening Online: A Survey on Internet Resources.” English
Teaching Forum 43, 3: 10-17. (Available online in:http://exchanges.state.gov/englishteaching/forum/archives/2005/05-43-3.html)
• Fox, A. 2008. “Using Podcasts in the EFL Classroom.” TESL-EJ 11, 4: 1-11.
Week 12: Error correction: types of errors and ways to correct them. Evaluation: evaluation objectives, types of evaluation and criteria to evaluate. Evaluation according to the European Frame of Reference.
Required readings:
Fox, A. 2008. “Using Podcasts in the EFL Classroom.” TESL-EJ 11, 4: 1-11.
Genc, B. & E. Bada. 2005. “Culture in Language Learning and Teaching” The Reading Matrix 5, 1: 73-84.
González Rodríguez, L. M. 2008. “Aprendizaje léxico de una lengua extranjera mediante una metodología basada en la adquisición de contenidos” Odisea. Revista de Estudios Ingleses 9: 105-116.
House, S. 2007. “CLIL (Content and Language Integrated Learning): A New Model for Language Learning”. In R. Durán and S. Sánchez-Reyes (Eds.). El Componente Lingüístico en la Didáctica de la Lengua Inglesa. Salamanca: Ediciones Universidad de Salamanca: 123-139.
Hutchingson, T. & A. Waters. 1987. English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press: 39-52.
Ko, J., D. L. Schallert and K. Walters. 2003. “Rethinking Scaffolding: Examining Negotiation of Meaning in an ESL Storytelling Task”. TESOL Quarterly 37, 2: 303-324.
Lengo, N. 1995. “What is an Error?”. English Teaching Forum July: 20-24.
Matikainen, T. and C. B. Duffy. 2000. “Developing Cultural Understanding.” English Teaching Forum 38, 3: 40-49.
Mohanraj, J. 1994. “Developing Listening Comprensión Using Easily available Resources”. English Teaching Forum October: 40-41.
Putcha, H. 2005. “Making the most of multiple intelligences”. English Teaching Professional 41: 4-7.
Rubin, J. 1975. “What the „Good Learner‟ Can Teach Us”. TESOL Quarterly 9: 41-51.
Thornbury, S. & L. Meddings. 2001. “The Roaring in the Chimney (Or: What Coursebooks are Good for.”Humanizing Language Teaching 5 (available online in: http://www.hltmag.co.uk/sep01/sart8.htm)
Tomlinson, B. 2003. “Humanizing the Coursebook”. In W. A. Reynadya (ed.) Methodology and Materials Design in Language Teaching: Current Perceptions and Practices and their Implications. Singapore: SEAMEO Regional language Centre: 12-29.
Varaprasad, C. 1997. “Some Classrroom Strategies: Developing Critical Literacy Awareness”. English Teaching Forum 35, 3.
Villanueva de Debat, E. 2006. “Applying Current Approaches to the Teaching of Reading.” English Teaching Forum 44, 1: 8-15.
Walker, R. 2001. “Pronunciation for international intelligibility.” English Teaching Professional 21: 19-26
Zacharias, N. T. 2005. “Developing Intercultural Competence Through Literature” Celt 5, 1: 27-41.
Zhang, Y. 2009. “Reading to Speak: Integrating Oral Communication Skills.” English Teaching Forum 47, 1: 32-34.
Recommended readings:
Bandura, E. 2003 “Interview with Professor Michael Byram 1- the concept of intercultural competence”. Symposium on Intercultural Competence and Education for Citizenship. Online access: http://elt.britcoun.org.pl/elt/forum/byrint.htm
Bessmertny, A. 1994. “Teaching Cultural Literacy to Foreign-Language Students”. English Teaching Forum January: 24-27.
Boston, C. 2002. “The Concept of Formative Assessment”. Practical Assessment, Research, and Evaluation 8, 9: <http://PAREonline.net/getvn.asp?v=8&n=9> (access on August 22, 2007).
Brinton, D. M. and P. Master (eds.) 1997. New Ways in Content-based Instruction. Alexandria, VA: TESOL.
Brown, H. D. 2002. “English Language Teaching in the Postmethods Era: Toward better Diagnosis, Treatment, and Assessment.” In Richards, J. y W. Renandya (eds.) Methodology in Language Teaching. Cambridge: Cambridge University Press.
Celce-Murcia, M. (ed.) 2001. Teaching English as a Second or Foreign Language. Boston, MA: Heinle & Heinle.
Genesee, F. 1994. “Integrating Language and Content: Lessons from Immersion”. Educational Practice Report 11. National Center for Research on Cultural Diversity and Second Language Learning. (available online in http://www.ncbe.gwu.edu/miscpubs/ncrdsll/epr11.htm)
Hinkel, E. and S. Fotos (eds.). 2002. New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Holec, H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Luzón, Mª J. 2002. “Internet Content-Based Activities for ESP”. English Teaching Forum (July): 20-25.
Macaro, E. 2006. “Strategies for Language Learning and for Language Use: Revising the Theoretical Framework”. The Modern Language Journal 90, 3: 320-337.
Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación 2002. Madrid: Ministerio de Educación, Cultura y Deporte y Grupo Anaya S.A.
Rubin, J. 1975. “What the „Good Learner‟ Can Teach Us”. TESOL Quarterly 9: 41-51.
Rubin, J. and A. Wenden (eds.). 1987. Learner Strategies in language Learning. Hemel Hempstead: Prentice Hall.
Snow, M. A. and D. M. Brinton (eds.) 1997.The Content-Based Classroom: Perspectives on Integrating Language and Content. White Plains, NY: Longman.
Snow, M. A. and D. M. Brinton 1988. “Content-Based Language Instruction: Investigating the Effectiveness of the Adjunct Model”. TESOL Quarterly 22, 4: 553-574.
Talebinezahd, M. R. 2003. “Effective Questions.” English Teaching Forum 41, 4: 46-47. TESOL Journal. 1995. Alternative Assessment. Special Issue. TESOL Journal 5, 1.
Thomson, I. and J. Rubin 1996. “Can Strategy Instruction Improve Listening Comprehension?” Foreign Language Annals 29, 3: 331-342.
Underwood, M. 1989. Teaching Listening. London: Longman.
Vandergrift, L. 1999. “Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies”. ELT Journal 53, 3: 168-176.
Warschauer, M. and P. Fawn Whittaker. 2002. “The Internet for English Teaching: Guidelines for Teachers”. In J. C. Richards and W. A. Renandya (eds.). Methodology in Language Teaching. Cambridge: Cambridge University Press.
Wenden, A. L. and J. Rubin 1987. Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
Williams, M. and R. L. Burden. 2001. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: Cambridge University Press.
Willis, J. 1982. Teaching English through English. London: Longman. Willis, J. 1996. A Framework for Task-Based Learning. London: Longman.
Woodward, T. 2001. Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom. Cambridge: Cambridge University Press.
The objective of this course is to provide students with a theoretical and practical foundation for teaching and learning English as a foreign language. As a result of the course, the students will have acquired a solid base of methodology as well as intercultural awareness that will allow them to teach English in a variety of different geographical and social contexts.
Interest in the instruction of English to non-native speakers.
By the end of the course, students should be able to:
• Apply teaching methods for foreign-language instruction to improve the structure of their classes.
• Learn ways to discover the interests, needs and individual learning styles of their students.
• Design adequate activities to meet the interests, needs, and learning styles of their students.
• Create a comprehensive lesson plan in which all of the necessary steps are outlined and the designed activities effectively guide the students to the designated objective and allow them to acquire the necessary skills in a step-by-step format.
• Know the criteria to judge which teaching methods would be most effective in any particular class.
• Organize a portfolio for potential employers including their thoughts and reflections on teaching a foreign language, examples of activities, an active reading list, etc.
Each session will begin with a discussion of the weekly internships and an overview of the theoretical reflections contained in the reading assignments. New theoretical content will then be presented in conjunction with activities to demonstrate the practical applications of the explained theory.
• 10% Class Participation. Interest, motivation and participation in class discussions will be taken into account in the final grade.
• 10% Weekly readings/related work. Students will be evaluated on the level of reflection of the weekly readings.
• 20% Journal. Throughout the course students will be responsible for keeping a journal containing their reflections of the weekly readings as well as a description and analysis of the context in which they apply the techniques learned in the course to their field work. The journal entries will focus on the relationship between the theories learned in the course and the readings and their practical application as students implement them in their own classrooms.
• 20% Oral Presentations. Students will orally present activities that demonstrate their understanding of certain theories. Additionally, in the final session students will create and present a complete lesson that applies a concrete foreign-language teaching method.
• 20% Exam - Final Oral Presentation. Students will orally present a complete lesson on any chosen topic that applies acquired knowledge on methodology based on content.
• 20% Teaching Supervisor’s Evaluation. The internship supervisor will complete an evaluation for each student taking into account attendance, punctuality, interest, motivation, flexibility, professionalism, resourcefulness, initiative, participation, etc.
Week 1: Overview of the course – objectives, content, materials, and class dynamics.
Required readings:
• Tomlinson, B. 2003. “Humanizing the Coursebook.” In W. A. Reynadya (ed.) Methodology and Materials Design in Language Teaching: Current Perceptions and Practices and their Implications. Singapore: SEAMEO Regional language Centre: 12-29.
• Thornbury, S. & L. Meddings. 2001. “The Roaring in the Chimney (Or: What Coursebooks are Good for.” Humanizing Language Teaching 5 (available online in: http://www.hltmag.co.uk/sep01/sart8.htm)
• Hutchingson, T. & A. Waters. 1987. English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press: 39-52.
Week 2: Methodological trends in foreign language instruction. Importance of methodology, observation, and reflection for designing programs adapted to the needs of the students. (Part I)
Required readings:
• House, S. 2007. “CLIL (Content and Language Integrated Learning): A New Model for Language Learning”. In R. Durán and S. Sánchez-Reyes (Eds.). El Componente Lingüístico en la Didáctica de la Lengua Inglesa. Salamanca: Ediciones Universidad de Salamanca: 123-139.
• Casal Madinabeitia, S. 2006. “Cooperative Learning.” Greta Journal 14, 1-2: 80-84.
• Willis, J. 1998. A Framework for Task-Based Learning. London: Longman: 135-139.
Week 3: Methodological trends in foreign language instruction. (Part II)
Required readings:
• Dossier created by the instructor on various learning strategies.
• Dossier created by the instructor on multiple intelligences and various learning methods.
• Selection of activities from different textbooks.
• Putcha, H. 2005. “Making the most of multiple intelligences”. English Teaching Professional 41: 4-7.
Week 4: Vocabulary instruction: selection, presentation, and application.
Required readings:
• Dossier created by the instructor on activities related to vocabulary acquisition.
• González Rodríguez, L. M. 2008. “Aprendizaje léxico de una lengua extranjera mediante una metodología basada en la adquisición de contenidos” Odisea. Revista de Estudios Ingleses 9: 105-116.
• Shu Ying, Y. 2001. “Acquiring Vocabulary through a Context-based Approach.” English Teaching Forum 39, 1 (available online in: http://exchanges.state.gov/englishteaching/forum/archives/2001/01-39-1.html)
Week 5: Linguistic skills: reading comprehension.
Required readings:
• Dossier created by the instructor on reasons for reading, phases of text processing, reading strategies and activities to develop reading comprehension.
• Varaprasad, C. 1997. “Some Classrroom Strategies: Developing Critical Literacy Awareness”. English
Teaching Forum 35, 3.
• Villanueva de Debat, E. 2006. “Applying Current Approaches to the Teaching of Reading.” English
Teaching Forum 44, 1: 8-15.
Week 6: Linguistic skills: listening comprehension.
Required readings:
• Mohanraj, J. 1994. “Developing Listening Comprehension Using Easily Available Resources”. English Teaching Forum October: 40-41.
• Jingyi, J. & Y. Yang. 1999. “Actively Involving Students in Listening.” English Teaching Forum 37, 2 (available online in: http://exchanges.state.gov/englishteaching/forum/archives/1999/99-37-2.html)
Week 7: Linguistic skills: oral and written expression.
Required readings:
• Dossier created by the instructor on teaching materials, tasks and methods to approach writing in the English language.
• Zhang, Y. 2009. “Reading to Speak: Integrating Oral Communication Skills.” English Teaching Forum 47, 1: 32-34.
Week 8: Pronunciation instruction. Analysis and designing assignments.
Required readings:
• Walker, R. 2001. “Pronunciation for international intelligibility.” English Teaching Professional 21: 19-26.
Week 9: Cultural and intercultural competence in foreign language instruction. English literature as a vehicle for intercultural exploration. (Part I)
Required readings:
• Zacharias, N. T. 2005. “Developing Intercultural Competence Through Literature” Celt 5, 1: 27-41.
• González Rodríguez, 2008. L. M. “La Literatura en inglés como vía de exploración intercultural.” Lecture presented in the conference TESOL-Spain: Global English: Local Perspectives: 1-16.
Week 10: English literature as a vehicle for intercultural and language learning. (Part II)
Required readings:
• Genc, B. & E. Bada. 2005. “Culture in Language Learning and Teaching” The Reading Matrix 5, 1: 73-84.
• Matikainen, T. and C. B. Duffy. 2000. “Developing Cultural Understanding.” English Teaching Forum 38, 3: 40-49.
Week 11: WebQuests, Podcasts and the use of Internet resources in the EFL classroom.
Required readings:
• Chinnery, George M. 2005. “Speaking and Listening Online: A Survey on Internet Resources.” English
Teaching Forum 43, 3: 10-17. (Available online in:http://exchanges.state.gov/englishteaching/forum/archives/2005/05-43-3.html)
• Fox, A. 2008. “Using Podcasts in the EFL Classroom.” TESL-EJ 11, 4: 1-11.
Week 12: Error correction: types of errors and ways to correct them. Evaluation: evaluation objectives, types of evaluation and criteria to evaluate. Evaluation according to the European Frame of Reference.
Required readings:
• Fengying, Mu. 2008. “Motivating students by modifying evaluation Methods”. English Teaching Forum
41, 1. (Available online in: http://exchanges.state.gov/englishteaching/forum/archives/2003/03-41-1.html)
• Lengo, N. 1995. “What is an Error?” English Teaching Forum July: 20-24.
• Thomas-Özel, C. 2001. “Give me Mistakes.” Humanizing Language Teaching 5 (available online in:
http://www.hltmag.co.uk/sep01/mart2.htm).
Barrington, L. 2003. “Less Assessment, More Learning”. Academe 89, 6: 29-32.
Bastidas, J. 1996. “The Teaching Portfolio: A Tool to Become a Reflective Teacher”. English Teaching Forum July/October: 24-28.
Casal Madinabeitia, S. 2006. “Cooperative Learning.” Greta Journal 14, 1-2: 80-84.
Chinnery, George M. 2005. “Speaking and Listening Online: A Survey on Internet Resources.” English Teaching Forum 43, 3: 10-17. (Available online in: http://exchanges.state.gov/englishteaching/forum/archives/2005/05-43-3.html)
Fengying, Mu. 2008. “Motivating students by modifying evaluation Methods”. English Teaching Forum 41, 1. (Available online in: http://exchanges.state.gov/englishteaching/forum/archives/2003/03-41-1.html)
Fox, A. 2008. “Using Podcasts in the EFL Classroom.” TESL-EJ 11, 4: 1-11.
Genc, B. & E. Bada. 2005. “Culture in Language Learning and Teaching” The Reading Matrix 5, 1: 73-84.
González Rodríguez, L. M. 2008. “Aprendizaje léxico de una lengua extranjera mediante una metodología basada en la adquisición de contenidos” Odisea. Revista de Estudios Ingleses 9: 105-116.
House, S. 2007. “CLIL (Content and Language Integrated Learning): A New Model for Language Learning”. In R. Durán and S. Sánchez-Reyes (Eds.). El Componente Lingüístico en la Didáctica de la Lengua Inglesa. Salamanca: Ediciones Universidad de Salamanca: 123-139.
Hutchingson, T. & A. Waters. 1987. English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press: 39-52.
Jingyi, J. & Y. Yang. 1999. “Actively Involving Students in Listening.” English Teaching Forum 37, 2 (available online in: http://exchanges.state.gov/englishteaching/forum/archives/1999/99-37-2.html)
Ko, J., D. L. Schallert and K. Walters. 2003. “Rethinking Scaffolding: Examining Negotiation of Meaning in an ESL Storytelling Task”. TESOL Quarterly 37, 2: 303-324.
Lengo, N. 1995. “What is an Error?”. English Teaching Forum July: 20-24.
Matikainen, T. and C. B. Duffy. 2000. “Developing Cultural Understanding.” English Teaching Forum 38, 3: 40-49.
Mohanraj, J. 1994. “Developing Listening Comprensión Using Easily available Resources”. English Teaching Forum October: 40-41.
Putcha, H. 2005. “Making the most of multiple intelligences”. English Teaching Professional 41: 4-7.
Rubin, J. 1975. “What the „Good Learner‟ Can Teach Us”. TESOL Quarterly 9: 41-51.
Shu Ying, Y. 2001. “Acquiring Vocabulary through a Context-based Approach.” English Teaching Forum 39, 1 (available online in: http://exchanges.state.gov/englishteaching/forum/archives/2001/01-39-1.html)
Thomas-Özel, C. 2001. “Give me Mistakes.” Humanizing Language Teaching 5 (available online in:http://www.hltmag.co.uk/sep01/mart2.htm).
Thornbury, S. & L. Meddings. 2001. “The Roaring in the Chimney (Or: What Coursebooks are Good for.”Humanizing Language Teaching 5 (available online in: http://www.hltmag.co.uk/sep01/sart8.htm)
Tomlinson, B. 2003. “Humanizing the Coursebook”. In W. A. Reynadya (ed.) Methodology and Materials Design in Language Teaching: Current Perceptions and Practices and their Implications. Singapore: SEAMEO Regional language Centre: 12-29.
Varaprasad, C. 1997. “Some Classrroom Strategies: Developing Critical Literacy Awareness”. English Teaching Forum 35, 3.
Villanueva de Debat, E. 2006. “Applying Current Approaches to the Teaching of Reading.” English Teaching Forum 44, 1: 8-15.
Walker, R. 2001. “Pronunciation for international intelligibility.” English Teaching Professional 21: 19-26
Zacharias, N. T. 2005. “Developing Intercultural Competence Through Literature” Celt 5, 1: 27-41.
Zhang, Y. 2009. “Reading to Speak: Integrating Oral Communication Skills.” English Teaching Forum 47, 1: 32-34.
Bandura, E. 2003 “Interview with Professor Michael Byram 1- the concept of intercultural competence”. Symposium on Intercultural Competence and Education for Citizenship. Online access: http://elt.britcoun.org.pl/elt/forum/byrint.htm
Bessmertny, A. 1994. “Teaching Cultural Literacy to Foreign-Language Students”. English Teaching Forum January: 24-27.
Boston, C. 2002. “The Concept of Formative Assessment”. Practical Assessment, Research, and Evaluation 8, 9: <http://PAREonline.net/getvn.asp?v=8&n=9> (access on August 22, 2007).
Brinton, D. M. and P. Master (eds.) 1997. New Ways in Content-based Instruction. Alexandria, VA: TESOL.
Brown, H. D. 2002. “English Language Teaching in the Postmethods Era: Toward better Diagnosis, Treatment, and Assessment.” In Richards, J. y W. Renandya (eds.) Methodology in Language Teaching. Cambridge: Cambridge University Press.
Celce-Murcia, M. (ed.) 2001. Teaching English as a Second or Foreign Language. Boston, MA: Heinle & Heinle.
Christison, M. 2002. “Brain-Based Research and language Teaching”. English Teaching Forum 40, 2 http://exchanges.state.gov/forum/vols/vol40/no2/p02.htm#top (access on July 20, 2007).
Englander, K. 2002. “Real Life Problem Solving: A Collaborative Learning Activity”. English Teaching Forum 40, 1 http://exchanges.state.gov/forum/vols/vol40/no1/p08.htm#top (access on July 20, 2007).
Genesee, F. 1994. “Integrating Language and Content: Lessons from Immersion”. Educational Practice Report 11. National Center for Research on Cultural Diversity and Second Language Learning. (available online in http://www.ncbe.gwu.edu/miscpubs/ncrdsll/epr11.htm)
Hinkel, E. and S. Fotos (eds.). 2002. New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Holec, H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Lee, I. 2002. “Helping Students Develop Coherence in Writing”. English Teaching Forum 40, 3 http://exchanges.state.gov/forum/vols/vol40/no3/p32.htm#top (access on July 20, 2007).
Luzón, Mª J. 2002. “Internet Content-Based Activities for ESP”. English Teaching Forum (July): 20-25.
Macaro, E. 2006. “Strategies for Language Learning and for Language Use: Revising the Theoretical Framework”. The Modern Language Journal 90, 3: 320-337.
Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación 2002. Madrid: Ministerio de Educación, Cultura y Deporte y Grupo Anaya S.A.
Mercer, S. 2005. “Vocabulary Strategy Work for Advanced Learners of English”. English Teaching Forum 43, 2 <http://exchanges.state.gov/forum/vols/vol43/no2/p24.htm> (access on July 25, 2007).
Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nunan, D. (ed.). 2003. Practical English Language Teaching. New York: McGraw-Hill.
O‟Malley, J. M. and A. U. Chamot 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Pica, T. 1984. “Pronunciation Activities with an Accent on Communication”. English Teaching Forum 22, 3: 2-6.
Richards, J. C. and W. A. Renandya (eds.) 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press.
Roever, C. 1998. Web-based language Testing. [HTML document] <http://www2.hawaii.edu/~roever/wbt.htm >
Rubin, J. 1975. “What the „Good Learner‟ Can Teach Us”. TESOL Quarterly 9: 41-51.
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