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Key Questions in Language Teaching


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Table of Contents

1. What do we know about second language acquisition and what are the implications for language teaching?; 2. How is second language teaching methodology evolved over the years?; 3. What is the nature and role of communication and interactive tasks (speaking and writing)?; 4. What is the nature and role of listening and reading comprehension tasks?; 5. What is the nature and role of grammar, vocabulary and corrective feedback?; 6. How do we carry out second language research?; 7. An overall evaluation of the key questions in this book.

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A concise introduction to the key concepts, principles and recurring issues in language teaching.

About the Author

Alessandro Benati is Director of CAES at The University of Hong Kong (HKU). He is known for his work in second language acquisition and second language teaching. He has published ground-breaking research on the pedagogical framework called Processing Instruction. He is co-editor of a new online series for Cambridge University Press, a member of the REF Panel 2021, and Honorary Professor at York St John University.


'Benati's Key Questions in Language Teaching is an excellent resource for anyone interested in issues related to second language acquisition and second language teaching. What makes the volume distinctive is its accessible and reader-friendly approach to explaining a wide range of complex concepts and theoretical perspectives that have shaped our discipline.' Parvaneh Tavakoli, University of Reading

'This is a book that will provide anyone who is unfamiliar with the second language acquisition research with an excellent introduction to the concepts and themes that have defined the field so far. Readers who are starting out as researchers in this area, as well as language teaching professionals, will find this a useful addition to their bookshelves.' Michael Sharwood Smith, Emeritus Professor of Languages, Heriot-Watt University

'Any language teaching professional curious to know more about the nature of language learning will profit from this excellent book. Arranged around key topics such as language acquisition, classroom methodologies, learner interaction, and corrective feedback, it explores the sorts of questions that teachers ask themselves, and provides the information they need to reach informed answers.' Pauline Foster, St. Mary's University, London

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