Course Overview
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Course Synopsis
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Theories about the nature of language and the nature of learning have changed considerably over time. The ‘Language Teaching Methods’ course is aimed at introducing students to the techniques and methods of language teaching, where it adopts concepts, techniques and methods for recognizing and managing the communicative needs of the language learners.
Language Teaching Method explores the application of language alongside current practices and developments in teaching and learning. Through this course, students will be able to enhance their knowledge of language teaching methodology, theory, and the teaching of the four language skills—listening, speaking, reading, and writing. Moreover, they will gain the pedagogical knowledge and practical understanding necessary to be confident and effective teachers of language.
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Course Learning Outcomes
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After studying this course, students will be able to:
- understand key concepts of language teaching methods and explain their development
- have knowledge about the history of teaching methods and explore solutions to teaching problems
- differentiate between teaching methods and approaches
- read and comprehend the current research pertaining to teaching methods and language teaching techniques
- critically analyze the existing research to inform curriculum development and future research projects
- convey to others a coherent and well-articulated, theory-based teaching philosophy
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Course Calendar
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Week 01
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2
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Some Theoretical Concepts: Language as a System
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3
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Some Theoretical Concepts: Language as Discourse
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4
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Some Theoretical Concepts: Language as Ideology
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5
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Language Teaching and Theoretical Concepts about Language
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6
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Significance of a ‘Language Teaching Methods’ Course
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7
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Language Teaching Methods in Ancient Times
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8
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Language Teaching Methods in Europe in Early Modern Times
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9
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Language Teaching Methods in the 19th and Early to Mid-20th Century
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10
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Language Teaching Methods from the Mid- to Late-20th Century
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13
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What is a Method/ Methodology?
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15
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Some other terms: System, Procedure, Technique
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Week 02
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16
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Status of English in Pakistan
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17
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English Language and Education in Pakistan
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18
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Teaching and Learning of English in Pakistan
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19
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English Language Curriculum in Pakistan
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20
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LTM and Constraints in Pakistan
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21
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Teaching Speaking and Listening in Pakistan
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22
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Teaching Reading in Pakistan
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23
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Teaching Writing in Pakistan
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24
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ELT, Use of Methods and SL Proficiency in Pakistan
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25
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ELT and Teacher Training in Pakistan
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GDB
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26
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What is Grammar Translation Method?
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27
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Strengths of Grammar Translation Method
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28
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Weaknesses of Grammar Translation Method
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29
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Grammar Translation Method Opportunities and Threats
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30
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Grammar Translation Method in Pakistan
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Week 03
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31
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What is the Direct Method?
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32
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Strengths and Weaknesses of the direct Method
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33
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The Direct Method: Opportunities and Threats
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34
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Direct method in Pakistani Context
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35
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Direct method: Sample Activities
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36
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Background of Audio-lingual Method
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37
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Theoretical Principles behind Audio-lingual Method
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38
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Contents in Audio-lingual Method
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39
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Objectives, Syllabus and Classroom Procedures in Audio-lingual Method
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40
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Decline of Audio-lingual Method: A Critical Assessment
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41
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Introduction to Alternative/Humanistic Approaches and Methods / and Background of Total Physical Response Method
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42
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Approach & Theory behind Total Physical Response Method
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43
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Objectives, Syllabus and Learning Activities in Total Physical Response Method
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44
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Role of Learners, Teachers and Material in Total Physical Response Method
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45
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Procedure in Total Physical Response Method
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Week 04
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46
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Background of the Silent Way Method
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47
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Approach & Theory of Language and Learning behind The Silent Way Method
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48
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Objectives, Syllabus, and Learning Activities in The Silent Way Method
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49
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Role of Learners, Teachers and Materials in the Silent Way Method
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50
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Procedure in the Silent Way Method
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51
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Background of Community Language Learning Method
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52
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Approach and Theory of Language and Learning in Community Language Learning Method
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53
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Objectives, Syllabus, and Learning Activities in Community Language Learning Method
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54
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Roles of Learners, Teachers, and Materials in Community Language Learning Method
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55
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Procedure in Community Language Learning Method
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Quiz 1
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56
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Background of Suggestopedia
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57
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Approach and Theory of Language and Learning in Suggestopedia
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58
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Objectives, Syllabus, and Learning Activities in Suggestopedia
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59
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Role of Learners, Teachers and Materials in Suggestopedia
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60
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Procedure in Suggestopedia
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Week 05
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61
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Background of Whole Language Method
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62
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Approach and Theory of Language and of Learning in Whole Language Method
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63
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Objectives, Syllabus, and Learning Activities in Whole Language Method
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64
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Role of Learners, Teachers, and Materials in Whole Language Method
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65
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Procedure in Whole Language Method
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66
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Background of Multiple Intelligences Method
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67
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Approach and Theory of Language and Language Learning behind Multiple Intelligences Method
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68
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Objectives, Syllabus and Learning Activities in Multiple Intelligences Method
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69
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Roles of Learners, Teachers, and Materials in Multiple Intelligences Method
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70
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Procedure in Multiple Intelligences Method
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71
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Background, Approach and Theory behind Neurolinguistic Programming
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72
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Objectives and Presuppositions that Guide the Application of Neurolinguistic Programming
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73
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Role of Teacher and Learner in Neurolinguistic Programming
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74
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Procedure of Neurolinguistic Programming
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75
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Critical Comments on Neurolinguistic Programming
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Quiz 2
Week 06
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76
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Background of the Lexical Approach
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77
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Approach and Theory of Language and Learning of the Lexical Approach
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78
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Objectives, Syllabus and Learning Activities in the Lexical Approach
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79
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Role of Learners, Teachers, and Materials in the Lexical Approach
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80
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Procedure of the Lexical Approach
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81
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Background of Competency-Based Language Teaching
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82
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Approach and Theory of Language and Learning of Competency-Based Language Teaching
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83
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Objectives, Syllabus and Learning Activities in Competency-Based Language Teaching
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84
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Factors involved in the Implementation of Competency-Based Language Teaching Programs
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85
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Procedure and Criticism on Competency-Based Language Teaching
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86
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Introduction to Current Communicative Approaches / and Background of Communicative Language Teaching Approach
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87
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Theory behind Communicative Language Teaching Approach
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88
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Contents in Communicative Language Teaching Approach
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89
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Classroom Procedures in Communicative Language Teaching Approach
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90
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A Critical Assessment & Conclusion of Communicative Language Teaching Approach
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Week 07
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91
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Background of the Natural Approach
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92
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Approach and Theory of Language behind the Natural Approach
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93
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Objectives, Syllabus and Learning & Teaching Activities in the Natural Approach
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94
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Role of Leaners, Teachers and Materials in the Natural Approach
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95
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Procedure in the Natural Approach
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96
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Background of Cooperative Language Learning
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97
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Approach and Theory of Language and Learning behind Cooperative Language Learning
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98
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Objectives, Syllabus and Learning Activities in Cooperative Language Learning
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99
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Role of Learners, Teachers and Materials in Cooperative Language Learning
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100
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Procedure in Cooperative Language Learning
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Mid Term
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101
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Background of Content-Based Instruction
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102
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Role of Content in other Curriculum Designs and Content-Based Instruction
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103
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Approach and Theory of Language & Learning behind Content-Based Instruction
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104
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Objectives, Syllabus and Learning Activities in Content-Based Instruction
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105
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Role of Learners, Teachers and Materials in Content-Based Instruction
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Week 08
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106
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Background of Task-Based Language Teaching
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107
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Theory of language and Learning behind Task-Based Language Teaching
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108
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Objectives, Syllabus and Learning Activities in Task-Based Language Teaching
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109
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Role of Learners, Teachers and Materials in Task-Based Language Teaching
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110
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Procedure in Task-Based Language Teaching
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111
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Background of the Post-methods Era/ Eclectic Approach
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112
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Why criticism on Approaches and Methods Developed over Time?
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113
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Beyond Approaches and Methods
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114
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The Scope of Post Method
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115
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Post Method Era and Looking Forward
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116
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The Multilingual Mind: Second Language Acquisition
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117
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A general Language Processing Model
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118
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Towards a Dynamic Model of the Multilingual Mental Lexicon
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119
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A Dynamic Model of the Multilingual Mental Lexicon and its Implications for SLA
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120
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Language Teaching Methods in Pakistani Bilingual Context
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Quiz 3
Week 09
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121
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Language Teaching Methods in English for Specific Purposes: Introduction
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122
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Importance of Needs Analysis in ESP
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123
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English for Vocational Purposes (EVP)
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124
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Elements of ESP Materials
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125
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Vocationally Oriented Language Learning (VOLL) Tasks
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126
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Introduction to Vocabulary Teaching
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127
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Vocabulary Size and Coverage: Key Facts and Figures
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128
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How Much Vocabulary Do EFL Learners Know?
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129
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Choosing Words to Be Learned in an English Language-Learning Programme
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130
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Vocabulary Learning Activities: Learning Outside the Classroom
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Assignment1
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131
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Introduction: Pronunciation and the Changing Landscape of English
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132
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Teaching Listening and the Case of Pakistan
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133
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New Approaches and Goals in Teaching Pronunciation
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134
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The Basis for Pronunciation: Phonetics and Phonology
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135
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Role of the Internet in Teaching and Learning Pronunciation
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Week 10
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136
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Introduction: Teaching Speaking in a Language Classroom
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137
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Second Language: Speaking Activities
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138
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Processes in Speech Production and designing activities
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139
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Classroom Speaking Tasks
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140
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Enhancing Second Language Speaking Performance and LTM
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141
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The Importance of Developing L2 Listening Skills
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142
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The Features of Spoken Language and classroom activities
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143
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Factors Affecting L2 Comprehension
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144
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Format of a Well-Designed Listening Lesson
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145
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Suggested Approaches to Listening Practice
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146
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Introduction to Teaching Reading in a Language Classroom
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147
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Views on Reading and Viewing: Classroom Activities
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148
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Factors Affecting Reading and Viewing Success in a language classroom
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149
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Effective Instruction in Reading and Viewing: A Language Classroom
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150
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Teaching Reading and Viewing Inside and Outside the Classroom
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Week 11
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151
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Introduction to Teaching Writing in a Language Classroom
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152
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Writing Competence and LTM
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153
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Writing Process and LTM in a classroom
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154
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The Use of Technologies to Enhance the Teaching of Writing
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155
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Pedagogical Principles of the Socio-Cognitive Approach to Academic Writing
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Quiz 4
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156
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What does Integrating Language Skills Mean?
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157
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A History of Skill Separation
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158
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The Need for Integration: Why?
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159
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Microstrategies for Integrating Language Skills
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160
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Exploratory Projects for Skill Integration
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161
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What is a Lesson Plan?
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162
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Lesson Planning in Language Teaching
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163
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Functions and Significance of a lesson plan
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164
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Important Items to Include in a Lesson Plan
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165
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Lesson Planning in Pakistan
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Week 12
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166
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Significance of Designing Instructional Materials
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167
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Materials: Traditional Practices and Principles
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168
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Needs and Wants of Learners of English as a Lingua Franca, and Designing Materials
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169
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Materials: Use of Spoken Interactions of Native and Non-native Speakers
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170
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Materials: Use of Written Texts Produced by Native and Non-native Speakers
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171
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Use of Digital Media in Teaching EIL: Methods
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172
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Digital Media and the EIL Classroom: Traditional Principles and Practices
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173
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Global Literacy: EIL Classrooms Inside a Changing World
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174
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Contribution of ICT to L2 Development
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175
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Principles of Selecting and evaluating ICT Tools and Resources
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176
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What is Learner Autonomy?
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177
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What Learner Autonomy is not?
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178
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Learning Strategies for Learner Autonomy
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179
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Degrees of Learner Autonomy
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180
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Learner Autonomy and the Case of Pakistan
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Week 13
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181
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Definition of Syllabus
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182
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Purpose of a Syllabus in Language Teaching
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183
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Characteristics of Syllabus and Language Teaching Classroom
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184
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Syllabus Classifications and LTM
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185
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Using a Syllabus in a LTM Course
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186
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Assessment in Language Teaching
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187
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Assessment and Evaluation in Second Language
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188
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Assessment types and Options for Language Teachers
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189
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Importance of Assessment in English Language Teaching
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190
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English Language Assessment in Pakistan
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191
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Introduction to Teacher Training
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192
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Why Teacher Training for Language Teachers?
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193
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Teacher Training: Some Important Aspects
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194
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Teacher Training Of Language Teachers: International Practices
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195
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Teacher Training and Language Teaching in Pakistan
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Week 14
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196
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Introduction to Research in Language Teaching
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197
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Epistemological Basis for Research in Language Teaching
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198
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Current Research Practices in Language Teaching
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199
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Research in Language Teaching in Pakistan
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200
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Types of Research Instruments and their Purpose: Current Trends
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201
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Recapitulating and exploring future directions
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202
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Recapitulating Some Methods- Part 1
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203
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Recapitulating Some Methods- Part 2
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204
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Recapitulating Teaching of Vocabulary, Pronunciation and Skills
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205
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Future Directions in LTM
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Final Term
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