Guangwei Hu – författare

What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, Principles and Practices for Teaching English as an International Language fills a critical need in the field.

What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, Principles and Practices for Teaching English as an International Language fills a critical need in the field.

This Element aims to provide a comprehensive and in-depth exploration of the issue of plagiarism in second language writing. It first outlines the importance of plagiarism as a real-world issue cutting across educational and cultural contexts and touches upon several prominent controversies over the issue. Then the Element defines and conceptualises plagiarism by critically examining the diverse extant definitions and discussing various discourses on plagiarism. Following that, it explores L2 students' perceptions of and stances on plagiarism, and identifies factors that contribute to L2 students' plagiarism. Informed by the current theoretical and empirical research, the Element critically evaluates three major approaches to dealing with plagiarism and, based on the critical evaluation, proposes pedagogical activities and strategies for fostering L2 students' intertextual competence. Finally, the Element calls for a reconceptualisation of plagiarism that embraces a multidimensional approach to dealing with plagiarism in second language writing, and outlines directions for further research.

This Element aims to provide a comprehensive and in-depth exploration of the issue of plagiarism in second language writing. It first outlines the importance of plagiarism as a real-world issue cutting across educational and cultural contexts and touches upon several prominent controversies over the issue. Then the Element defines and conceptualises plagiarism by critically examining the diverse extant definitions and discussing various discourses on plagiarism. Following that, it explores L2 students' perceptions of and stances on plagiarism, and identifies factors that contribute to L2 students' plagiarism. Informed by the current theoretical and empirical research, the Element critically evaluates three major approaches to dealing with plagiarism and, based on the critical evaluation, proposes pedagogical activities and strategies for fostering L2 students' intertextual competence. Finally, the Element calls for a reconceptualisation of plagiarism that embraces a multidimensional approach to dealing with plagiarism in second language writing, and outlines directions for further research.

This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context.