Scott Thornbury

• Professor (Associate) at New School

This book provides a comprehensive account of conversation in English and its implications for the ELT classroom. After a general overview and definition of conversation it provides the reader with a systematic description of conversational English, from the vocabulary of conversation, to grammar, discourse and genre. This is followed by an informe...

Teaching Grammar Creatively is a practical new resource book that offers a variety of lessons and activities for everyday use in English language classes. It aims to stimulate students' imagination, humour and creativity and increase the effectiveness of grammar practice. The book offers more than 50 complete lessons covering a wide range of gramma...

In this section we present contrasting views on a topic of current interest. The first article is one that has been reviewed by the editorial panel and accepted for publication; the second is a commissioned response, to which the author of the original article is invited to make a brief reply. Reactions from readers are particularly sought, either...

Novice teachers find lesson planning difficult because of the lack of ex-perientially-derived lesson schemata. As a substitute-and as a way of encouraging experienced teachers to rethink lesson design unconstrained by narrow methodological prescriptions-l suggest that teachers look to the expressive arts for principles and structures for lesson des...

The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

In various guises reformulation and reconstruction tasks have a long tradition in ELT methodology. Since both task types foreground meaning, they fit well into a task-based model of instruction, and because the starting point in both cases is whole texts, their use is consistent with a discourse-oriented view of language. However, their potential f...

This article describes an in-service training project designed to raise trainees' awareness, through the analysis of transcriptions of teaching sequences, of the degree of communicativeness in their classroom interactions. The presence or absence of such features of communicative classroom talk as referential questions, feedback on content, wait ti...

Developments in the teaching of pronunciation do not seem to have kept pace either with developments in the teaching of language generally, nor with recent insights into speech production. The still very segmental approach to pronunciation teaching, as evidenced in current materials and teaching aids, is at odds both with the paradigm of holistic l...

When teachers talk about teaching and learning they perhaps reveal more than they realize about their beliefs and values. It is these beliefs and values, often embodied in personally significant images, that provide valuable insights for teacher educators. This article reviews current thinking on the uses of metaphor, and suggests ways in which awa...

This article describes the piloting of the use of diaries to record self-assessments of teaching-practice lessons by trainees preparing for the RSA Cambridge Certificate in TEFLA. An analysis of these training logs suggests that trainees, while initially preoccupied with their roles, their tasks, and their subject matter, are also aware of, and con...

The above mini-saga, highly commended in The Daily Telegraph competition, is a good example of the generative power of a single high frequency verb: take. Take is a very big word. In one learner's dictionary, 42 separate meanings of take are itemised. Not to mention a dozen or so idiomatic expressions and fourteen phrasal verbs, many of these also...

Fondo Centro de Lenguas - Impresos

Fondo Centro de Lenguas - Impresos

Reimpresión en 2006, 2007 Incluye bibliografía e índice