The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions.
Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks ‘Do these proposals accord with what we know about how languages are acquired?’ Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners’ first language in the classroom, error correction and catering for individual differences.
Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses.
Rod Ellis is Distinguished Professor in the Department of Applied Language Studies and Linguistics, University of Auckland. He is also a professor in the EdD in TESOL programme at Anaheim University, USA and a visiting professor at Shanghai International Studies University (SISU) as part of China’s Chang Jiang Scholars Programme. He is currently editor of the journal Language Teaching Research. In addition to his books on second language acquisition, he has authored a number of ELT textbooks, including Impact Grammar.
Natsuko Shintani is an Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. She obtained her PhD from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests are the role of interaction in second language acquisition, corrective feedback and meta-analysis as a research tool.
Each unit covers a specific style of writing and is reinforced with a rich selection of model texts. All texts are followed by supporting notes examining the formats, styles, grammar structures or special phrases featured. A wide variety of exercises are featured throughout, and each unit concludes with a helpful glossary given in Chinese characters, pinyin and English translations. An answer key is also included in the back of the book.
The following writing styles and genres are covered:
Personal correspondence—greetings and condolences, explanations and apologising, making arrangements and keeping in touch
Formal writing—announcements and adverts, letters of enquiry and application, business correspondence, developing an argument, facts and data
Narration—story narratives, reporting speech, exemplifying and summarising
Description and comparison—outlining people’s characters, physical attributes and appearance, places and weather
This new edition has been comprehensively revised and updated throughout. It includes a brand-new chapter on narratives and there is new coverage of digital communication methods such as text messages and emails. An additional English-Chinese glossary is also available for free download at http://www.routledge.com/books/details/9780415678896/
Developing Writing Skills in Chinese will help students to write coherently, clearly and appropriately in a variety of contexts. It is suitable for both classroom and self-study use.