Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Table of Contents
List of Tables ........................................................................................................................................ 8
List of Figures ..................................................................................................................................... 9
Introduction ......................................................................................................................................10
Chapter 1 – Language and Communicative Competence ................................22
Chapter 2 – Language Teaching ..........................................................................................59
Chapter 3 – Language Assessment and Testing ........................................................97
Chapter 4 – Practical Examples of Teaching Communicative
Competence .................................................................................................................................137
Chapter 5 – From Syllabus Design to Lesson Planning ......................................163
Chapter 6 – Classroom Observation, Feedback,
and Language Teaching ........................................................................................................187

---

8
RECONCEPTUALIZING LANGUAGE TEACHING
List of Tables
Table #
Table Title
Page #
Table 1
Book Layout
11
Table 2
Comparative Table of GTM and CLT 
28
Table 3
Textbook Comparison 
51
Table 4
Cognitive Principles 
63
Table 5
Affective Principles 
65
Table 6
Linguistic Principles 
65
Table 7
Distinctive Features of Audio-lingual Method
& Communicative Approach taken from Brown (2000) 
74
Table 8 
Kumaravadivelu’s Macrostrategies
87
Table 9
Learning outside the classroom benefits
(cited from Richards, J., 2015) 
92
Table 10 Principles of Extensive Reading as cited
by Day and Robb (2015, p. 3) 
92
Table 11 Principles of Dialogue Journals (cited from Chiesa and 
Bailey, 2015, pp. 55-56)
94
Table 12 Types of Assessments
116
Table 13 Distribution of Scores
125
Table 14 Advantages and Disadvantages for Holistic Scoring
132
Table 15 Syllabus Types, based on Graves (2014) pp. 50-51
167

---

9
RECONCEPTUALIZING LANGUAGE TEACHING