Javier Reyes Rincón

Investigación y formación de docentes en español como lengua extranjera


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York: Althouse.

      Mohammad, Z., Mohammad, A. y Privash B. (2012). Teacher-centered and/or student-centered learning: English language in Iran. English Language and Literature Studies, 2(3), 18-30.

      Nonkukhetkhong, K., Baldauf, R. B. y Moni, K. (2006, enero 19-21). Learner-centeredness in teaching english as a foreign language. Thai Tesol International Conference, Chiang Mai, Tailandia, 1-9.

      Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

      Perry, J. (2003). Best practices in the adult setting. Canadá: Literacy Coalition of New Brunswick. Recuperado de http://en.copian.ca/library/research/lcnb/best2/setting.pdf

      Peyton, J. K., More, S. K. y Young, S. (2010). Evidence-based, student-centered instructional practices. Washington: Center for Applied Linguistic. Recuperado de https://files.eric.ed.gov/fulltext/ED540599.pdf

      Power, T. (2003). Communicative language teaching: The appeal and poverty of communicative language teaching. Tesol Quarterly, 25(7), 87-96.

      Richards, J. y Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3.a ed.). Gran Bretaña: Longman.

      Richards, J. y Rodgers, T. (2001). Approaches and methods in language teaching (2.a ed.). Cambridge: Cambridge University Press.

      Rivers, W. (1987). Interactive language teaching. Nueva York: Cambridge University Press.

      Royce, T. (2002). Multimodality in the Tesol classroom: Exploring visual-verbal synergy. Tesol Quarterly, 36(2), 191–205.

      Sacks, H. (1995). Lectures on conversation: Volumes I & II. Reino Unido: Blackwell. Recuperado de https://doi.org/10.1002/9781444328301

      Savignon, S. (1972). Communicative competence: An experiment in foreign language teaching. Filadelfia: The Center for Curriculum Development.

      Savignon, S. (1983). Communicative competence: Theory and classroom practice. Boston: Addison-Wesley.

      Scrivener, J. (2005). Learning teaching. Oxford: MacMillan.

      Searle, J. (1969). Actos de habla. España: Cátedra.

      Soomro, M., Memon, N. y Memon, S. (2016). Concept of best practices in English language teaching to Pakistani ELT fraternity. Advances in Language and Literary Studies, 7(4), 119-123.

      Thornbury, S. (1999). How to teach grammar. Malasia: Pearson Education.

      Tomlinson, B., Bao, D., Masuhara, H. y Rubdy, R. (2001). Survey review. EFL courses for adults. ELT Journal, 55(1), 80-101. https://doi.org/10.1093/elt/55.1.80

      Wells, G. (1981). Learning through interaction: The study of language development. Language at home and at school: 1. Cambridge: Cambridge University Press.

      Zemelman, S., Daniels, H. y Hyde, A. (2005). Best practice, today’s standards for teaching and learning in America’s schools (3.a ed.). Portsmouth: Heinemann.

      Notas

      1 “El método Descubrimiento Guiado utiliza tanto el enfoque inductivo como el deductivo, mientras que el método Descubrimiento utiliza solamente el enfoque inductivo” (Eriksson, 2011, p. 9).

      2 Véase Hymes (1968), Savignon (1972), Lightbown y Spada (1999) y Power (2003).

      3 Véase múltiples comprensiones de lengua según los métodos y los enfoques en la enseñanza de lenguas en Larsen-Freeman (2000).

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