| (1) a SKILLS component, involving such activities as teaching observation and practice in various forms. | | | | | |
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| (2) a METHODOLOGY component (theory in the weak sense) | | | | | |
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| (3) a THEORY component (in the strong sense), dealing with theories of language, learning and teaching. | | | | | |
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| (4) a SUBJECT MATTER component, i.e. study of the language itself (in all its aspects)and of the culture and literature associated with it. | | | | | |
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| (5) a LANGUAGE IMPROVEMENT component, designed to improve the teacher’s proficiency in the language, either generally, or with specific pedagogic purposes in mind. | | | | | |
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