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Becoming an Effective EFL Teacher
Engleski
125 b
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13.08
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26.07
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In educational contexts no learning will take §place without the active involvement of the learner. §While in many fields the role of a teacher may be §supplementary and decorative, in learning a foreign §language, the dominant role of the teacher has long §been recognized. Over the recent years, there has §been some research into desirable qualities of §teachers in general, and of foreign language §teachers (including EFL teachers) in particular. §There has however been little work, of comparative §nature, where the views of learners and teachers of §EFL have been contrasted. This book, accordingly, §fills this gap by contrasting the opinions of EFL §learners and teachers on what makes language §teachers effective. The comparison indicates that §teachers and learners have significantly different §views in some areas. The work will prove fruitful §for both practicing and prospective EFL teachers §in understanding what learners expect of them and §what counts as effective teachers according to their §peers. Learners of EFL will also benefit by§knowing about the attitudes of their mates and their §teachers as to one group s expectations §from the other.
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