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INTRODUCTION :

“It is not instruction,” said Ralph Waldo Emerson, “but provocation that I can most accept from another soul.” What I have attempted to offer in this book is not instruction but provocation, though provocation of the positive kind. I have tried to

• stimulate the critical thought processes of those involved in second and foreign language (L2) learning, teaching, and teacher education;
• spur them to self-reflective action that is firmly grounded in a situational understanding of their own learning and teaching environment, and
• urge them to go beyond the limited, and limiting, concept of method and consider the challenges and opportunities of an emerging postmethod era in language teaching.

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