RESEARCH WRITING

Group 2: Nguyn Th Thu Hng Nguyn Th Kim Chi Nguyn Th ngc Quyn V Huyn Nhi Writing a bibliography:
Bilham-Boult, A et al. (1999). People, Places and Themes. Heinermann, (pp. 17-22) Adam, W. M (1999). Sustainability. In P. Cloke et al (Eds.), Introducing Human Geographies (pp. 125-129). Arnold. Harch, E. (2003). Africa Recovery. Accessed May 18, 2004, [online]. Available from: http: // africarecovery.org. Newman, P (1999). Transport: Reducing Automobile Dependence, in D. Sattewaite (Ed.) The Earthscan Reader in Substainable Cities (pp. 6792). Earthscan Publications.

Our bibliography:
Nur Zaida, D.E. (2009). Teaching Listening. Jakata, Bermutu. Davidson, M. (2009). Creating Effective Teaching and Listening Environment, in B. Jensen et al (Eds.), Teaching Practices, Teachers beliefs and Attitude (pp. 87-111). OECD Publications. Richards, J.C (2008). Teaching Listening and Speaking. New York: Cambridge University Press. Kline, J.A.(1996). Listening Effectively. Accessed April 1996, [online]. Available from: http:// klinespeak.com.

Summary: Pedagogy
Pedagogy can be understood in two ways: Firstly, its a synonym for teaching and secondly, its the interplay between teaching and learning. These two processes have influences on each other. There is a great difference between a classroom in which the transmission of information dominates and one in which students experiences shape the nature of teaching and learning. Therefore, the way we teach should be a consequence of reflection on the learning possibilities and limitations of a particular episode. Pedagogy involves two aspects of learning. One is about what and how students are learning; the other is about the teacher as a learner. Teaching is a educative process for both partners in the relationship rather

than the set of technical skills. And its not just a matter of doing but its also about the doing informing the practice and how that doing is captured, reflected on, deconstructed and reconstructed in a genuine effort to learn from experience. Learning through experience is crucial, but Freire also reminds us not negating practice for the sake of theory or negate theory for the sake of practice ( Freire and Macedo, 1995:382). Hence, teaching is a process embedded in many relationships such as: students and teachers; thinking and doing; theory and practice; students and content; students and students. In all cases, finding an appropriate balance is important for creating meaningful pedagogy experiences.