From the perspective
of the tutor，teaching a
language one-to-one is
not justone more way of
doing what classroom
teachers do．With only
one learner。it is possible
to give serious attention
to principles of second
languageacquisition such
as motivation，error
treatment，and Iearner
autonomy，which are
more difficult to address
in classroom learning．
One-on-neLanguage
Teaching and Learning
brings together a strong
theoreticalframework with
practicaI suggestions and
actuaI experiences of
Ianguagelearners and
tutors frOm around the
world．It applies
research in the field
oflanguage acquisition
and teaching to issues
like building a
strongtutor-student
relationship．working with
multilingual learners．and
learningvarious skills and
strategies．The book wilI
be valuable for tutors of
manyIanguages．not
only English．aS welI as
Iearners who want lO
take a moreactive role in
one-on-one learning
目录
List of Figures and Tables
Series Editor's Preface
Preface
Acknowledgments
List of Abbreviations
1 Introduction to One-on-One Learning and Teaching
Scope of this book: theory and application
Overview of one-on-one language teaching and learning
Capitalizing on the benefits of one-to-one
learning and teaching
Overcoming the limitations of one-to-one
learning and teaching
Engaging with the debate surrounding tutoring
2 Learning and Tutoring Options
Private tutoring
Peer tutoring
Tutoring programs or companies
Workplace tutoring
Tutoring family members
Qualifications for a tutor
Case studies
3 The Tutor-Learner Relationship
The tutor-learner relationship
Factors affecting students' participation
Cooperative learning
Role boundaries for the tutor and learner
Privacy
The tutor-learner match or mismatch
4 Individual Differences in One-on-One Teaching
Autonomy
Motivation
Age as a factor in language learning
Linguistic difference
Multilingual learners
5 Learning Styles and Approaches to Teaching One-on-One
From methods to approaches
Matching learner beliefs with learning theories
Learning styles
Learning strategies
6 Preparation for Sessions
Clarifying expectations
Collecting and analyzing learner samples
Considering other stakeholders
The learner's role in planning
Determining language proficiency
7 Choosing Materials and Structuring Sessions
Materials selection
Session planning
Length of session and time management
Talk time and language of instruction
