Readings in English Language Pedagogy
Compiled by Éva Szabó and Norbert
Nagy
May 2010
The following list of readings is recommended
to students in the MA in ELT programme at the School of English and American
Studies at Eötvös Loránd University (ELTE). The list is comprised of books of
various kinds ranging from comprehensive works on language pedagogy to resource
books for classroom use, all of which are considered to give valuable insights
into the most important fields of the ELT profession. Though the list does not
include any journal articles, we suggest that students check refereed journals
in ELT (British Journal of Language Teaching, ELT Journal, Humanising Language Teaching, Modern English Teacher, The
Modern Language Journal, System, TESOL Quarterly, etc.) in topics they would like to explore in
depth.
We would like to emphasize that in most cases
it is best to use recent publications. There are, however, a number of books on
this list that were published a longer time ago, i.e.: in the 1980s. We still
thought that they should appear here as they are extremely useful resources, regardless
of ‘their age’.
Comprehensive works on
teaching English as a foreign language (TEFL)
Broughton, G., Brumfit, C., Flavell,
R., Hill, P., & Pincas, A. (1988). Teaching English as a foreign
language. London: Routledge.
Brown, H. D.
(1994). Teaching by principles. An interactive approach to language
pedagogy. Englewood Cliffs, NJ: Prentice Hall.
Brown, H. D., (2000). Principles of language learning and teaching (4th ed.). White Plains, NY:
Longman.
Brown, S., & McIntyre, D. (1993). Making sense of teaching. Open
University Press.
Celce-Murcia, M. (Ed.). (2001). Teaching
English as a second or foreign language. Boston, MA:
Thomson Learning.
Doff, A. (1988). Teach English. A
training course for teachers. Cambridge:
Cambridge University Press.
Gower, R.,
& Walters, S. (1983) Teaching practice handbook. London: Heinemann.
Graddol, D. (2006). English
next. The British Council.
Harmer, J. (2007). The practice of English language teaching (4th
ed.). Harlow: Longman.
Harmer, J.
(2007). How to teach English (2nd edition). Harlow: Longman.
Hedge, T. (2000). Teaching and learning in the language classroom.
Oxford: Oxford University
Press.
Johnson, K. (1995).
Language teaching and skill learning.
Oxford: Basil
Blackwell.
Lewis, M., & Hill, J. (1992) Practical
techniques for language teaching.
Hove: Language Teaching Publications.
Richards, J.C. (1990). The language teaching matrix.
Cambridge: Cambridge University Press.
Scrivener, J.
(2005). Learning teaching (2nd ed.). London: Macmillan.
Stern, H. H.,
(1983). Fundamental concepts of language
teaching. Oxford: Oxford University Press.
Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University
Press.
Foreign and second
language acquisition
Baker, J., & Rinvolucri, M.
(2004). Unlocking self-expression through neuro-lingusitic programming. DELTA
Publishing.
Chamot, A. U., & O'Malley, J. M.
(1990). Learning strategies in second language acquisition. Cambridge:
Cambridge University Press.
Ellis, R. (1994). The study of second language acqusition.
Oxford: Oxford University
Press.
Krashen, S. D. (1982). Principles
and practice in second language acquisition. New York: Pergamon Press.
Larsen-Freeman, D.
& Long, M. H. (1991). An introduction
to second language acquisition research. Addison Wesley Publishing Company.
Littlewood, W.
(1984). Foreign and second language
learning. Cambridge:
Cambridge University Press.
Revell, J., & Norman, S. (1997).
In your hands. Saffire Press.
Approaches and methods
in language teaching
Griffiths, G., &
Keohane, K. (2000). Personalizing language learning. Cambridge: Cambridge University
Press.
Howatt, A.P. (1984).
A history of English language teaching. Oxford: Oxford University
Press.
Larsen-Freeman, D.
(2000). Techniques and principles in
language teaching (2nd edition). Oxford: Oxford University
Press.
Lewis, M. (1993). The
lexical approach. Language Teaching Publications.
Nunan, D. (1989a). Designing tasks for the communicative
classroom. Cambridge:
Cambridge University Press.
Nunan, D. (2004). Task-based
language teaching. Cambridge:
Cambridge University Press.
Richards, J. C.,
& Rodgers, T. S. (1986). Approaches
and methods in language teaching. Cambridge:
Cambridge University Press.
Stevick, E.W. (1990). Humanism in language teaching. A critical
perspective. Oxford: Oxford University Press.
Widdowson, H. G.
(1978). Teaching language as
communication. Oxford:
Oxford University Press.
Willis, D. (1990). The lexical syllabus. London: Collins.
Willis, J. (1996). A
framework for task-based learning. Harlow:
Longman.
The reflective
approach - The reflective practitioner
Atkinson, T., &
Claxton, G. (Eds.). (2000). The intuitive
practitioner. On the value of not always knowing what one is doing.
Buckingham: Open University Press.
Schön, D. A. (1983).
The reflective practitioner: How
professionals think in action. New
York: Basic Books.
Schön, D. A. (1987).
Educating the reflective practitioner.
San Francisco:
Jossey-Bass Publishers.
Wallace, M. (1993). Training foreign language teachers: A
reflective approach. Cambridge:
Cambridge University Press.
Research methods
Cohen, A.D. (1990). Language learning. Insights for learners,
teachers and researchers. Boston, MA: Heinle & Heinle.
Cohen, L., Manion,
L., & Morrison, K. (2000). Research methods in education. London: Routledge.
Denzin, N., &
Lincoln, Y. (1994). Handbook of
qualitative research. Thousand
Oaks: Sage.
Dörnyei, Z. (2003). Questionnaires in second language research.
Mahwah, NJ:
Lawrence
Erlbaum Associates.
Maykut, P., &
Morehouse, R. (1994). Beginning
qualitative research. London:
The Falmer Press.
Seliger, H. W.,
& Shohamy, E. (1989). Second language
research methods. Oxford:
Oxford University Press.
Teachers researching teaching -Teacher
development
Bailey, K., & Nunan,
D. (Eds.) (1996). Voices from the language classroom. Cambridge: Cambridge University Press.
Bailey, K., Curtis,
A., & Nunan, D. (Eds.) (2001). Pursuing
professional development. Boston:
Heinle & Heinle.
Freeman, D. (1998). Doing
teacher research: from inquiry to understanding. Boston: Heinle & Heinle Publishers.
Freeman, D., &
J. C. Richards, J. C. (Eds.). (1996). Teacher
learning in language teaching. Cambridge: Cambridge University Press.
Maley, A. (2000). The language
teacher’s voice. Macmillan.
McNiff, J. (1992). Action
research: Principles and practice. London:
Routledge.
Richards, J. C.
(1998). Beyond training. Cambridge:
Cambridge University Press.
Wallace, M. (1998). Action
research for language teachers. Cambridge:
Cambridge University Press.
Classroom observation and research
Allwright, D., &
Bailey, K. (1991). Focus on the language
classroom. Cambridge:
Cambridge University Press.
Brumfit, C., &
Mitchell, R. (Eds.). (1990). Research in
the Language Classroom. ELT Documents 133.
London:
Macmillan.
Calderhead, J.
(1984). Teachers’ classroom
decision-making. London:
Holt, Rinehart & Winston.
Chaudron, C. (1988). Second
language classrooms: Research on teaching and learning. Cambridge:
Cambridge University Press.
Hopkins, D. (1985). A
teacher’s guide to classroom research. Buckingham: Open University Press).
Hopkins, D. (1985). Second language classroom research on
teaching and learning. Cambridge:
Cambridge University Press.
Nunan, D. (1989).
Understanding language classrooms. Hemel Heampstead: Prentice Hall.
Wajnrib, R. (1992). Classroom observation tasks. Cambridge: Cambridge University Press.
Teacher roles, learner roles
Campbell, C., &
Kryszewska, H. (1992). Learner-based teaching.
Oxford: Oxford University Press.
Medgyes, P. (1994). The non-native teacher. London:
Macmillan.
Wright, T. (1991). Roles of teachers and learners. Oxford:
Oxford University Press.
Working with groups
Hadfield, J. (1992).
Classroom dynamics. Oxford: Oxford University
Press.
Houston, G. (1990). The red book of groups.The Rochester
Foundation.
Moskowitz, G. (1978). Caring
and sharing in the foreign language class. Boston, MA: Heinle & Heinle
One-to-one teaching
Osborne, P. (2006). Teaching English one to one. Modern
English Publishing.
Learner autonomy
Scharle, A., & Szabo, A. (2000).
Learner autonomy. Cambridge:
Cambridge University Press.
Teaching different age groups
Brumfit, C., Moon,
J., & Tongue, R. (Eds.), (1991). Teaching English to children: From
practice to principle. London:
Collins ELT.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Linstromberg, S.
(Ed.), (2004). Language activities for
teenagers. Cambridge:
Cambridge University Press.
McKay, H., &
Tom, A. (2000). Teaching adult second
language learners. Cambridge:
Cambridge University Press.
Moon, J. (2000). Children learning English. Macmillan.
Scott, W.
A. & Ytreberg , L.H. (1990) Teaching English to Children Longman.
Vale, D., &
Feunteun, A. (1995). Teaching children
English. Cambridge:
Cambridge University Press.
Teaching students at different levels
Baker, J., & Westrup, H. (2000).
The English language teacher’s handbook: How to teach large classes with few
resources. Continuum International Publishing Group.
Hess, N. (2001). Teaching
large multilevel classes. Cambridge,
Cambridge University Press.
Handling multiple intelligences in
language teaching
Christison, M. (2005). Multiple
intelligences and language learning: A guidebook of theory, activities,
inventories, and resources. Alta Books.
Puchta, H., & Rinvolucri, M.
(2005). Multiple intelligences in EFL: Exercises for secondary and adult
students. Helbling Languages.
Classroom management
Deller, S., & Rinvolucri, M.
(2002). Using the mother tongue. First Person Publishing.
Medgyes, P., & Thomas, H.
(1987). Osztály vigyázz! Budapest:
Nemzeti Tankönyvkiadó.
Smith, B., & Swan, M. (Eds.). (1987).
Learner English: A teacher's guide to interference and other problems. Cambridge: Cambridge Univerisity
Press.
Error correction
Edge, J.
(1989). Mistakes and correction. London: Longman.
Syllabus and curriculum design
Brumfit, C. J.
(Ed.). (1984). General English syllabus
design. Curriculum and syllabus design for the general English classroom. ELT
Documents118. Oxford:
Pergamon Press and The British Council.
Johnson, R. K.
(Ed.). (1989). The second language
curriculum. Cambridge:
Cambridge University Press.
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.
Nunan, D. (1988). Syllabus
design. Oxford: Oxford University Press.
White, R.W. (1988). The ELT curriculum. Design, innovation and
management. Oxford: Blackwell.
Yalden, J. (1987). Principles of
course design for language teaching. Cambridge: Cambridge University Press.
Planning
Clark, C. M., &
Yinger, R. J. (1979). Three studies of
teacher planning. Research Series No. 55. East Lansing: Michigan State
University.
Woodward, T. (2001).
Planning lessons and courses. Cambridge: Cambridge University Press.
Teaching materials and teaching aids
Cunningsworth, A.
(1995). Choosing your coursebook. Oxford: Heinemann.
Dobbs, J. (2001). Using
the board in the language classroom. Cambridge:
Cambridge University Press.
Dubin, F., & Olshtain, E. (1986).
Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press.
Grant, N.
(1990) Making the most of your textbook. Longman.
Holló, D., Kontráné Hegybíró, E., & Tímár, E. (1996). A krétától a videóig. Budapest: Nemzeti Tankönyvkiadó.
Rinvolucri, M.
(2002). Humanising your coursebook. DELTA Publishing.
Sheldon, L. (Ed.).
(1987). ELT textbooks and materials:
Problems in evaluation and development. ELT Documents 126. London: Modern English Publications.
Wright, J. (1998). Dictionaries. Oxford: Oxford University
Press.
Teaching vocabulary
Allen, V. (1983). Techniques in
teaching vocabulary. Oxford:
Oxford University Press.
Carter, R., &
McCarthy, M. (1988). Vocabulary and
language teaching. London:
Longman.
Ellis, G., & Sinclair,
B. (1989) Learning to learn English. Cambridge: Cambridge
University Press.
Gairns, R., &
Redman, S. (1986). Working with words.
Cambridge: Cambridge University Press.
McCarthy, M. (1990).
Vocabulary. Oxford: Oxford University
Press.
Nation, I. S. (1990). Teaching
and learning vocabulary. New York:
Newbury House.
Morgan, J., &
Rinvolucri, M. (1986). Vocabulary.
Oxford: Oxford University Press.
Thornbury, S. (2002). How to teach vocabulary. Harlow:
Longman.
Teaching grammar
Bygate,
M., Tonkyn, A., & Williams, E. (Eds.), (1994). Grammar and the language teacher. Hemel Hempstead: Prentice Hall
International.
Celce-Murcia,
M., & Hilles, S. L., (1988). Techniques and resources in teaching
grammar. New York: Oxford University Press.
Celce-Murcia,
M., & Larsen-Freeman, D. (1983). The grammar book. Rowley, MA: Newbury House.
Close,
R. A. (1992). A teacher’s grammar.
Language Teaching Publications.
Davis,
P., & Rinvolucri, M. (1995). More
grammar games: Cognitive, affective and movement activities for EFL students.
Cambridge: Cambridge University
Press.
Harmer,
J. (1989). Teaching and learning grammar.
London: Longman.
McKay, S. L. (1987). Teaching
grammar: Form, function and technique. Hemel Hempstead:
Prentice Hall.
Parrott, M. (2000). Grammar for English language teachers.
Cambridge: Cambridge University Press.
Rinvolucri, M.
(1985). Grammar games. Cambridge:
Cambridge University Press.
Scrivener,
J. (2003). Teaching grammar. Oxford:
Oxford University Press.
Scrivener,
J. (2010). Teaching English Grammar.
Macmillan Education.
Thornbury, S.
(1997). About language: Tasks for
teachers of English. Cambridge: Cambridge University Press.
Thornbury, S.
(1999). How to teach grammar. Harlow: Longman.
Thornbury, S.
(2005). Uncovering grammar. Macmillan
Education.
Ur, P. (1988). Grammar
practice activities. Cambridge:
Cambridge University Press.
Wajnryb,
R. (1990). Grammar dictation. Oxford:
Oxford University Press.
Teaching pronunciation
Bowen, T., &
Marks, J. (1992). The pronunciation book.
London: Pilgrims-Longman.
Brown, A. (Ed.). (1992). Approaches
to pronunciation teaching. London:
MacMillan.
Davis, P., & Rinvolucri, M. (1988). Dictation. Cambridge: Cambridge University
Press.
Hancock,
M. (1995). Pronunciation games.
Cambridge: Cambridge University Press.
Hewings,
M. (1993). Pronunciation tasks.
Cambridge: Cambridge University Press.
Hewings,
M. (2004). Pronunciation practice activities. Cambridge: Cambridge University
Press.
Kelly,
G. (2000). How to teach pronuncation.
Harlow: Longman.
Swan, M., &
Smith, B. (1987). Learner English. Cambridge: Cambridge University
Press.
Underhill, A. (2005).
Sound foundations. Macmillan
Education.
Teaching speaking
Brown, G., &
Yule, G. (1983). Teaching the spoken
language. Cambridge: Cambridge
University Press.
Byrne, D. (1987). Techniques for
classroom interaction. London: Longman.
Dörnyei, Z., & Thurrell, S. (1992). Conversations and dialogues in action. Hemel Hempstead: Prentice Hall International.
Frank, C.,
Rinvolucri, M., & Berer, M. (1982). Challenge
to think. Cambridge: Cambridge
University Press.
Golebiowska, A. (1990). Getting students to talk. Hemel
Hempstead: Prentice Hall International.
Holden, S. (1981). Drama in language teaching. Harlow:
Longman.
Klippel, F. (1984). Keep talking. Cambridge: Cambridge University Press.
Maley, A., &
Duff, A. (1978). Drama techniques in
language teaching. Cambridge: Cambridge University Press.
Nolasco,
R., & Arthur, L. (1987). Conversation. Oxford: Oxford University Press.
Pattinson, P. (1987).
Developing communication skills. Cambridge: Cambridge University Press.
Poretr-Ladousse, G. (1987). Role
play. Oxford:
Oxford University Press.
Pugliese,
C. (2010). Being creative. Delta
Publishing.
Thornbury, S.
(2005). How to teach speaking.
Harlow: Longman.
Ur, P. (1981). Discussions that work. Cambridge: Cambridge University Press.
Ur, P., &
Wright, A. (1992). Five-minute
activities. Cambridge: Cambridge University Press.
Wright, A.,
Betteridge, D., & Buckby, M. (1984). Games
for language learning. Cambridge: Cambridge University Press.
Teaching listening
Anderson, A., &
Lynch, T. (1988). Listening. Oxford:
Oxford University Press.
Brown, G. (1990). Listening to spoken English. (2nd ed.). Harlow:
Longman.
Hadfield, J., &
Hadfield, C. (1999). Simple listening activities. Oxford: Oxford University
Press.
Rixon, S. (1998). Developing listening
skills. London: Macmillan.
Rost, M. (1990). Listening in language learning. London:
Longman.
Rost, M. (1991). Listening in action: Activities for
developing listening in language education. Hemel Hempstead: Prentice Hall
International.
Underwood, M. (1989).
Teaching listening. London: Longman.
Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University Press.
Teaching reading
Alderson, J. C.,
& Urquhart, A. H. (Eds.), (1984). Reading
in a foreign language. London: Longman.
Bamford, J., & Day, R. (2004). Extensive reading activities for
teaching language. Cambridge:
Cambridge University Press.
Day, R., & Bamford, J. (1998). Extensive reading in the second
language classroom. Cambridge:
Cambridge University Press.
Greenwood, J. (1988). Class
readers. Oxford: Oxford University
Press.
Grellet, F. (1981). Developing reading skills. Cambridge: Cambridge
University Press.
Nuttal, C. (2005). Teaching reading skills in a foreign language (2nd
ed.). Macmillan ELT.
Wallace, C. (1992). Reading. Oxford: Oxford University Press.
Teaching writing
Harmer, J. (2004). How to teach writing. Harlow:
Longman.
Hedge, T. (2005). Writing
(2nd ed.). Oxford:
Oxford University Press.
Holmes, V., &
Moulton, M. (2001). Writing simple poems. Cambridge: Cambridge University
Press.
Raimes, A. (1983). Techniques in teaching writing. Oxford:
Oxford University.
Reid, J.M. (1993). Teaching ESL writing. Englewood Cliffs,
N.J.: Prentice
White, R., &
Ardt, V. (1991). Process writing.
Longman.
Teaching culture
Byram, M. (1997). Teaching and assessing intercultural communicative
competence. Clevedon: Multilingual Matters.
Byram, M., Gribkova, B., &
Starkey, H. (2002). Developing the intercultural
dimension in language teaching. Strasbourg: Council of Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_dimintercult_EN.pdf
Corbett, J. (2010). Intercultural language activities. Cambridge: Cambridge University
Press.
Fantini, A. E. (Ed.).
(1997). New ways in teaching culture.
Alexandria, VA: TESOL
Kramsch, C.
(1998). Language and Culture. Oxford: Oxford University Press.
Johnson, G.,
& Rinvolucri, M. (2010). Culture in
our classrooms. Delta Publishing.
Lázár, I. Huber-Kriegler, M., Lussier,
D., Matei, G., & Peck, C. (Eds.). (2007). Developing and assessing intercultural communicative
competence. A guide for language teachers and teacher educators (booklet and CD-ROM). Strasbourg: Council of Europe.
http://www.ecml.at/mtp2/Iccinte/results/.
Moran, P. (2001). Teaching Culture: perspectives in practice.
Boston, MA: Heinle & Heinle.
Tomalin, B., & Stempleski, S. (1993). Cultural awareness. Oxford: Oxford
University Press.
Valdes, J.B. (Ed.). (1986). Culture bound. Cambridge: Cambridge
University Press.
Using stories, songs and literature in language
teaching
Carter, R & Long, M. (1991). Teaching
literature. London: Longman.
Collie, J., &
Slater, S. (1987). Literature in the
language classroom. Cambridge: Cambridge University Press.
Duff, A., &
Maley, A. (1990). Literature. Oxford: Oxford University
Press.
Grieffe, D. T.
(1992). Songs in action. Hemel Hempstead: Prentice Hall International.
Lazar, G. (1993). Literature and language teaching.
Cambridge: Cambridge University Press.
Morgan, J., &
Rinvolucri, M. (1983). Once upon a time:
Using stories in the language classroom. Cambridge: Cambridge University
Press.
Project work and cooperative learning
Fried-Booth,
D. (1986) Project work. Oxford: Oxford University
Press.
Using visual aids and technology in language
teaching
Allan, M. (1985). Teaching
English with video. Harlow: Longman.
Cooper, R., Lavery,
M., & Rinvolucri, M. (1991). Video.
Oxford: Oxford University Press.
Cranmer, D., &
Laroy, C. (1991). Musical openings. Harlow:
Longman.
Dudeney,
G., & Hockly, N. (2007). How to teach
English with technology. Harlow: Longman.
Hill, D.
(1990). Visual impact. Harlow:
Longman.
Lewis, G. (2004). The Internet and young learners. Oxford: Oxford University
Press.
Lonergan, J. (1984).
Video in language teaching. Cambridge:
Cambridge University Press.
Smith, D., &
Baber, E. (2006). Teaching English with information technology. Modern
English Publishing.
Homework
Painter, L. (2003). Homework. Oxford: Oxford University
Press.
Teaching ESP
Dudley-Evans, T. & St John, M. (1998). Developments in
English for specific purposes: A multi-disciplinary approach. Cambridge:
Cambridge University Press.
Ellis, M. & Johnson, C. (1994). Teaching business English. Oxford:
Oxford University Press.
Frendo, E.
(2005). How to teach business English. Harlow: Longman.
Hutchinson, T. & Waters, A. (1987). English for specific
purposes: A learning-centred approach. Cambridge: Cambridge University
Press.
Testing and exams
Alderson, C., Clapham, T., &
Wall, D. (1995). Language test construction and evaluation. Cambridge: Cambridge University Press.
Bachmann, L. F. (1990). Fundamental
considerations in language testing. Oxford:
Oxford University Press.
Bowers, R., & Brumfit, C. (Eds.).
(1991). Applied linguistics and English language testing. London: MacMillan.
Burgess, S., & Head, K. (2005). How to teach for exams. Harlow: Longman.
Heaton, J. B. (1990). Classroom
testing. London: Longman.
Hughes, A. (1989). Testing for
language teachers. Cambridge:
Cambridge University Press.
“Introduction to ALTE.” Retrieved
from http://www.alte.org/about/index.php
McNamara, T. (2000). Language
testing. Oxford:
Oxford University Press.
Underhill, N. (1987). Testing spoken language. Cambridge: Cambridge University Press.
Ur, P. (1996). A course in language
teaching. Cambridge:
Cambridge University Press.
Weir, C. (1990). Communicative language testing. New York: Prentice Hall
International.
Weir, C. (1993). Understanding and developing language tests.
Hemel Hempstead: Prentice Hall International.
Trainers’ handbooks
Parrott, M. (1993). Tasks for language teachers. Cambridge: Cambridge University Press.
Tanner, R., &
Green, K. (1998). Tasks for teacher
education. Harlow: Longman.
Woodward, T. (1991). Models and metaphors in language teacher
training. Cambridge:
Cambridge University Press.
Woodward, T. (1992). Ways of training. Harlow:
Longman.
