Understanding what constitutes expertise in language learning and
teaching is important for theoretical reasons related to
psycholinguistic, and applied linguistic, inquiry. It also has many
significant applications in practice, particularly in relation to
the training and practice of language teachers and improvements in
students' strategies of learning. In this volume, methodologies for
establishing what constitutes expert practice in language teaching
and learning are discussed and the contributions address the fields
of listening, reading, writing, speaking and communication
strategies, looking at common characteristics of the "expert
teacher" and the "expert learner."
General
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