A reflective teacher as a growth-minded person seeks opportunities to continue professional development. Reflection not only ignites a teacher’s
desire for improvement, but also inspires continuous learning. Through an accurate grasp of self-assessment, confidence, self-appraisal, a reflective practitioner can plant the seeds of effective teaching. This book aims to guide EFL teachers to teach language reflectively and effectively. It includes two parts, the first focuses on the SLA theories and their impact on language teaching and the second centers on the reflective and effective teaching of language components and skills. The editors hope this book will be helpful to those wishing to become effective teachers since this results in nurturing learners’ cravings to learn in a safe and supportive environment.
Contributors are: Maryam Azarnoosh, Anne Burns, Graham V. Crookes, Michael R.W. Dawson, Richard R. Day, Akram Faravani, Dorothy Gillmeister, Christine C. M. Goh, Hamid Reza Kargozari, John M. Levis, John I. Liontas, Shawn Loewen, Parviz Maftoon, Jennifer Majorana, Shannon McCrocklin, Hossein Nassaji, Ulugbek Nurmukhamedov, Luke Plonsky, Nima Shakouri, Jun Tian, Laurens Vandergrift, Constance Weaver, and Mitra Zeraatpishe.
Mitra Zeraatpishe is an assistant professor at Islamic Azad University, Mashhad Branch, Iran. She received her Ph.D. in TEFL from Islamic Azad University, Tabriz branch. She has 10 years teaching experience and has published a number of articles in national and international journals and has presented papers in several conferences. Her research interests include SLA, linguistics, teaching methodologies, and teaching skills.
Akram Faravani is an assistant professor in Islamic Azad University, Mashhad Branch, Iran. She received her Ph.D. in TEFL from Islamic Azad University of Tehran, Science and Research Branch. She has 10 years teaching experience and has published a number of articles in national and international journals and has presented papers in some conferences. Her major research interests include SLA, language testing, syllabus designing and materials development.
Hamid Reza Kargozari is an assistant professor at Tabaran Institute of Higher Education, Iran. His current research interests cover issues in psycholinguistics, materials development and sociolinguistics. He has been involved in a range of projects in these areas.
Maryam Azarnoosh is an assistant professor of TEFL at Semnan Branch, Islamic Azad University, Semnan, Iran. She was the dean of Faculty of Humanities for two years and has been the head of Department of English language since 2010. She is also the head of Educated Women Council of Islamic Azad University Semnan Province. She has been teaching at different universities for over 16 years and has published and presented papers in different national and international journals and conferences. She has also co-authored an ESP book for students of computer engineering. Her main research interests include English language skills, materials development and evaluation, English for specific purposes, language teaching, testing and assessment.
Preface List of Figures and Tables
Part 1: Theories
Behaviourism Hamid Reza Kargozari and Akram Faravani 2.
Cognitive Approaches to Second Language Acquisition: A Symbiosis between Nature and Nurture Parviz Maftoon and Nima Shakouri 3.
Constructivism Hossein Nassaji and Jun Tian 4.
Connectionism Michael R. W. Dawson 5.
Interactionism Shawn Loewen and Jennifer Majorana 6.
Critical Theories of SLA and Their Applications to Reflective and Effective Teaching Graham V. Crookes
Part 2: Skills/Subskills
Reflective and Effective Teaching of Pronunciation John M. Levis and Shannon McCrocklin 8.
Reflective and Effective Teaching of Grammar Constance Weaver and Dorothy Gillmeister 9.
Reflective and Effective Teaching of Vocabulary Ulugbek Nurmukhamedov and Luke Plonsky 10.
Reflective and Effective Teaching of Idioms through a Pragmatic Perspective John L. Liontas 11.
Reflective Teaching of Speaking Anne Burns 12.
Reflective and Effective Teaching of Writing Mitra Zeraatpishe and Maryam Azarnoosh 13.
Reflective and Effective Teaching of Listening Christine C. M. Goh and Larry Vandergrift 14.
Reflective and Effective Teaching of Reading Richard R. Day
About the Contributors Author Index Subject Index
TEFL graduate and post-graduate students may find it interesting to gain a comprehensive understanding of concepts and practical commands of reflective and effective teaching of four skills and sub-skills altogether.