Book Description

This volume brings together articles based on experimental and theoretical research from teachers working in diverse teaching backgrounds with varying experience, from research scholars to school teachers, from college and university teachers in India to a British native teaching in China. The contributions here provide a mix of global and local teaching scenarios, addressing the need for diagnostic tests, developing need-based material, using the mother tongue to ensure active participation of the masses, and re-examining the language policies in Asian countries. The papers collected here also explore the implementation of Task-based Language Teaching, the integration of technology in developing language skills, and the use of games and activities to engage the interest of low level learners while teaching both literature and language, further linking them with their culture and society. The book offers a reflection of the changes that have taken place in the teaching environment in the last two decades, with the introduction of Communicative Language Teaching, and, as such, will be of immense help for policy framers and educators in South-Asian countries and in countries where English is a second or foreign language. Furthermore, the volume offers valuable information for researchers working in the field of English Language Teaching (ELT), which can be used for reviewing literature and exploring the directions in which the new teaching methods and approaches are leading, and establishing the validity of research.