This
book approaches teacher training from aspects such as classroom observation,
teaching theories, methods and thinking of language teaching, aiming at
improving teachers’ ability in self-reflection, self-inquiry and
self-evaluation, making it an effective means to promote teachers’ professional
development. There are altogether nine chapters in the book: approaches to
classroom investigation in teaching; exploring teachers’ beliefs; focus on the
learner; teacher decision making; the role of the teacher; the structure of a
language lesson; interaction in the second language classroom; the nature of
language learning activities; language use in the classroom.
Each chapter poses some questions to
stimulate readers’ further reflection on the topics discussed. Each chapter
ends with some suggestions for readers to conduct follow-up activities, such as
journal writing, peer observation, classroom surveys, action research, etc.
Jack Croft Richards is an internationally renowned specialist in
second and foreign language teaching, an applied linguist and educator, the
author of numerous professional books for English language teachers, and the
author of many widely used textbooks for English language students. Dr.
Richards, who has worked in New Zealand, Canada, Indonesia, Singapore, and Hong
Kong among other countries and regions, is a veteran teacher of language
courses, including the development of syllabuses, teaching theories,
pedagogical grammar, and English as a second language. In early 1980s, Dr.
Richards worked in Hong Kong Polytechnic University as a professor and the dean
of the English Department. His Language Teaching in Context (Cambridge) has won
a Kenneth W. Mildenberger award.
Charles Lockhart is now working in the Chan Feng Men-Ling Chan
Shuk-Lin Center (City University of Hong Kong) as a teacher and language project
manager. Mr. Lockhart’s research focuses on teacher training, language testing,
and curriculum theory. Mr. Lockhart has published many academic papers and has
worked in many countries including the United States, Egypt, and Turkey.
The Translator:
Wang Tianmiao, a graduate from the Graduate
School of Education of Peking University, is now an associate professor in PKU’s
School of Chinese as a Second Language. Ms. Wang’s research interests include
teacher development, student development, and pedagogy of Chinese as a second language.
She has taught many language courses targeted at international students and
graduate students and has been in charge of many state and university level
projects. Wang has published two academic treatises, six CSL textbooks, and
over 40 academic papers.
