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In chapter 15, the authors outline three main trends in pragmatics acquisition and instruction studies and highlight the need for teacher education programs to promote teachers’ awareness about pragmatic instruction and assessment.
In chapter 4, the authors provide an overview of studies about teacher reflection. They then describe a study on the weblog-mediated reflective practices of EFL teachers and the themes these teachers reflected on, before suggesting implications of reflection for teachers’ effective teaching practice and providing recommendations for teachers’ engagement in continued reflection.
Teachers have always been among the main stakeholders in language education. A review of the fads and fashions and the rise and fall of language teaching methods testifies to the varied roles assigned to language teachers. In the heyday of the methods era, ranging from the audiolingual method to Task-Based Language Teaching (TBLT), teachers constantly received attention depending on how teacher roles were defined in each method. These roles are well presented in two seminal volumes by Richards and Rodgers (2001) and Larsen-Freeman (2000).