Approaches and Methods in Language Teaching: Author index
By J. Richards, T. Rodgers. 2001
2,769 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/34f064450aea4e55f5edac4c97de9340d60e69c5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- D. Lasagabaster
- E. Macaro
- W. Littlewood
- Baohua Yu
- Mary J. Drucker
- S. Orafi
- S. Borg
- Shaghayegh Shayesteh
In Literature and Literary Theory
- D. Lasagabaster
- E. Macaro
- W. Littlewood
- Baohua Yu
- Mary J. Drucker
- S. Orafi
- S. Borg
- Shaghayegh Shayesteh
Citations in the corpus
- The use of the L1 in CLIL classes: The teachers’ perspective (2013, methodology): “Throughout the history of language teaching methods (Richards & Rodgers, 2001), some have advocated totally excluding the L1 with a view to imitating the natural process children follow in acquiring their mother tongue.”
- Teachers Exploring Tasks in English Language Teaching (2005, neutral): “(Quoted in Richards and Rodgers, 2001: 224.)”
- INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING (2005, background): “Whereas meaning-focused instruction involves tasks and activities in which participants are primarily concerned with message exchange ~Richards & Rodgers, 2001; Savignon, 2000!, form-focused instruction encompasses “any pedagogical effort to draw learners’ attention to language either implicitly or…”
- First language and target language in the foreign language classroom (2009, background): “This emerges clearly from even a cursory look at surveys of recent developments such as those in Littlewood (1999), Larsen-Freeman (2000) and Richards & Rodgers (2001).”