Understanding what constitutes expertise in language learning and
teaching is important for theoretical reasons related to
psycholinguistic, and applied linguistic, enquiry. 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 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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