Titlebook: English Language Teaching Today; Linking Theory and P Willy A. Renandya,Handoyo Puji Widodo Book 2016 Springer International Publishing Swi

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The Management of Voice Disordersnefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be rather limited. In these L2 learning contexts, the main source of input comes from the classroo

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https://doi.org/10.1007/978-1-349-05186-1linguistic elements that can improve their accuracy. Drawing on a substantial research base, this chapter discusses key dimensions in teaching speaking that can develop language learners’ fluency, accuracy and complexity, as well as guiding them on how to manage their cognitive and affective learnin

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https://doi.org/10.1007/978-1-4842-0148-0orical overview of various approaches to teaching writing, including the controlled approach, process approach, and genre approach. Essential to implementing these approaches is understanding the recursive nature of the writing process and knowing what constitutes competent writing. Indeed, writing

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https://doi.org/10.1007/978-3-319-56648-1se to L1 and L2 varieties of English. Since the twentieth century, globalization has further enhanced the spread of English, which has led to emerging paradigms, e.g., World Englishes (WE) and English as an International Language (EIL). These paradigms have not only reframed perceptions of what Engl

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https://doi.org/10.1057/9781137313577hicle for teaching grammar. This is because texts provide meaningful and appropriate contexts of authentic language use. To elaborate on the concept of text, the systemic functional grammar tradition is adopted to present a perspective that teaching grammar does not always mean teaching the forms bu

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