Establishing Self-Access: From Theory to PracticeCambridge University Press, 1999/03/11 - 276 ページ Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities. |
目次
8 | 32 |
Management of selfaccess facilities | 65 |
PRACTICAL PERSPECTIVES | 83 |
Materials for selfaccess language learning | 96 |
Selfaccess activities | 123 |
Physical settings and resourcing | 139 |
From teacherdirected to selfaccess learning | 156 |
Counselling | 180 |
Assessment in selfaccess learning | 205 |
Evaluation of selfaccess language learning | 225 |
CASE STUDIES | 241 |
Selfaccess in a secondary school | 247 |
| 262 | |
47 | 267 |
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多く使われている語句
ability achieved administration approach areas authentic materials become beliefs and attitudes British Council Cash and carry Chapter Classroom Activity context counselling discuss educational effectiveness encourage learners English language environment equipment establishing evaluation example feedback Figure focus goals groups of learners help learners Hong Kong University important institution involved Kong University Press Kuala Lumpur language skills Language Teaching laserdiscs learner autonomy learner contract learner profiles learner training learning strategies learning styles listening look monitor needs and wants Nunan organisational pedagogical portfolio practice prepared problems produce programme published materials pupils reading record reflection responsibility roles SALL materials self-access centre self-access counsellors self-access facilities self-access language learning self-access learning self-access managers self-access materials self-access systems specific staff study plan suggestions Table target language tasks teachers TESOL topic users worksheets workshops writing