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Foreign language teaching is a profession that comprises a wide range of issues and is from its very nature an interdisciplinary field of education. This volume provides an insight into twelve basic components of foreign language teaching and learning. These include teaching methods/approaches and the postmethod concept, foreign language competences, traditional and modern skills, vocabulary teaching, grammar teaching, intercultural learning, the teaching of literature, traditional and modern media, content and language integrated learning (CLIL), heterogeneity and differentiation, materials development and textbook evaluation, and, finally, testing and assessment. This collection of articles fosters international collaboration among researchers involved in key fields of English as a foreign language (EFL) teaching. On the basis of current theories, empirical research, and guidelines presented by the Common European Framework of Reference (CEFR), the authors discuss purposes, practices, competences, participants, and contexts of foreign language teaching, learning, and use. The potentials of both traditional as well as innovative concepts are presented and discussed critically. The focus thereby is on linking theory and practice to transmit profound knowledge and introduce important teaching approaches to university students, university lecturers, and teachers.
Summary
Foreign language teaching is a profession that comprises a wide range of issues and is from its very nature an interdisciplinary field of education. This volume provides an insight into twelve basic components of foreign language teaching and teaching. These include teaching methods/approaches and the postmethod concept, foreign language competences, traditional and modern skills, vocabulary teaching, grammar teaching, intercultural learning, the teaching of literature, traditional and modern media, content and language integrated learning (CLIL), heterogeneity and differentiation, materials development and textbook evaluation, and, finally, testing and assessment. This collection of articles fosters international collaboration among researchers involved in key fields of English as a foreign language (EFL) teaching. On the basis of current theories, empirical research, and guidelines presented by the Common European Framework of Reference (CEFR), the authors discuss purposes, practices, competences, participants, and contexts of foreign language teaching, learning, and use. The potentials of both traditional as well as innovative concepts are presented and discussed critically. The focus thereby is on linking theory and practice to transmit profound knowledge and introduce important teaching approaches to university students, university lecturers, and teachers.
