This book approaches teacher training from aspects such as classroom observation, teaching theories, methods and thinking of language teaching, aiming at improving teachers' ability in self-reflection, self-inquiry and self-evaluation, making it an effective means to promote teachers' professional development. There are altogether nine chapters in the book: approaches to classroom investigation in teaching; exploring teachers' beliefs; focus on the learner; teacher decision making; the role of the teacher; the structure of a language lesson; interaction in the second language classroom; the nature of language learning activities; language use in the classroom.

Each chapter poses some questions to stimulate readers' further reflection on the topics discussed. Each chapter ends with some suggestions for readers to conduct follow-up activities, such as journal writing, peer observation, classroom surveys, action research, etc.

Jack Croft Richards is an internationally renowned specialist in second and foreign language teaching, an applied linguist and educator, the author of numerous professional books for English language teachers, and the author of many widely used textbooks for English language students. Dr. Richards, who has worked in New Zealand, Canada, Indonesia, Singapore, and Hong Kong among other countries and regions, is a veteran teacher of language courses, including the development of syllabuses, teaching theories, pedagogical grammar, and English as a second language. In early 1980s, Dr. Richards worked in Hong Kong Polytechnic University as a professor and the dean of the English Department. His Language Teaching in Context (Cambridge) has won a Kenneth W. Mildenberger award. Charles Lockhart is now working in the Chan Feng Men-Ling Chan Shuk-Lin Center (City University of Hong Kong) as a teacher and language project manager. Mr. Lockhart’s research focuses on teacher training, language t