语言课堂中的教与学 英文本2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

语言课堂中的教与学 英文本PDF格式电子书版下载

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PART ONE:Aframeworkforteachingandlearning5

1 Learners and learning,classrooms and contexts7

1.1 Introduction:issues for the language teacher9

1.2 What do we know about how languages are learned?10

1.2.1 The nature ofinput10

1.2.2 The process ofintake12

1.2.3 The role ofinteraction in the classroom13

1.2.4 The role oferror15

1.3 How do differences among learners affect learning processes and teaching procedures?16

1.3.1 Aptitude17

1.3.2 Learning style and learning strategies18

1.3.3 Affective factors20

1.3.4 Motivation for learning English22

1.4 What factors of context should teachers take into account?24

1.5 What roles can teachers and learners play in the learning process?26

1.5.1 The teacher's roles and responsibilities26

1.5.2 The Iearner's roles and responsibilities34

1.6 What roles can learning materials play?36

1.7 Conclusion39

Discussion topics and projects39

Further reading41

2 The communicative classroom43

2.1 Introduction:the concept ofcommunicative language ability44

2.2 What are the components ofcommunicative language ability?46

2.2.1 Linguistic competence46

2.2.2 Pragmatic competence48

2.2.3 Discourse competence50

2.2.4 Strategic competence52

2.2.5 Fluency54

2.3 What are the issues for the communicative curriculum?55

2.4 What are the implications for the communicative classroom?57

2.4.1 What are communicative tasks and what are their roles in teaching and learning?57

2.4.2 How can we manage a communicative classroom?62

2.4.3 What does communicative language teaching imply for authenticity in the classroom?67

2.5 What are the issues in applying a communicative approach in context?69

2.6 Conclusion71

Discussion topics and projects72

Further reading74

3 Learner autonomy and learner training75

3.1 Introduction:the self-directed learner76

3.2 What do we know about the strategies ofthe'good language learner'?77

3.2.1 Types oflearner strategy77

3.2.2 Research into learner strategies79

3.3 What insights can we gain from educational thinking on autonomous learning?82

3.4 What are the implications for learner training in the classroom?85

3.4.1 Activities which help learners to reflect on learning86

3.4.2 Activities which train strategies and equip learners to be active90

3.4.3 Activities which encourage learners to monitor and check their own progress94

3.5 What role can self-access facilities play in language learning?96

3.6 Are learner autonomy and learner training universally appropriate concepts?99

3.7 Conclusion101

Discussion topics and projects102

Further reading105

PART TWO:Teaching the language system107

4 Vocabulary109

4.1 Introduction:the task oflearning vocabulary110

4.2 What do we know about the lexical system ofEnglish?112

4.2.1 Denotative and connotative meaning112

4.2.2 Meaning relations amongwords113

4.3 How do second language learners acquire vocabulary?116

4.3.1 Strategies for vocabulary learning117

4.3.2 Factors affecting vocabulary acquisition118

4.4 What are the implications for the teaching ofvocabulary?125

4.4.2 Encouraging the development ofeffective strategies126

4.4.1 Developing a variety oftechniques for the teaching ofmeaning126

4.4.3 Exposing learners to vocabulary through reading and training lexical inferencing128

4.4.4 Teaching the effective use ofdictionaries130

4.4.5 Evaluating the vocabulary component of coursebooks132

4.4.6 Teaching vocabulary explicitly through a range of activity types133

4.4.7 Developing resources for vocabulary teaching135

4.5 Conclusion138

Discussion topics and projects139

Further reading140

5 Grammar143

5.1 Introduction:the role ofgrammar in English language teaching143

5.2.1 Noticing146

5.2.2 Reasoning and hypothesizing146

5.2 What do we know about the learning ofgrammar?146

5.2.3 Structuring and restructuring148

5.2.4 Automatizing149

5.3 What information can help us in the selection and presentation ofgrammar?152

5.3.1 Grammar as meaning153

5.3.2 Grammar in discourse154

5.3.3 Grammar and style157

5.4 What principles can guide us in the teaching ofgrammar?158

5.4.1 Presenting grammar159

5.4.2 Practising grammar164

5.4.3 How can we design the grammar component of a course?170

5.4.4 How can we suit approach to learner needs?173

Discussion topics and projects179

5.5 Conclusion179

Further reading183

PART THREE:Developingthelanguage skills185

6 Reading187

6.1 Introduction:making sense ofa text188

6.2 What do we know about the process ofsecond language reading?190

6.2.1 In what ways is reading an interactive process?190

6.2.2 In what ways is reading a purposeful process?194

6.2.3 In what ways is reading a critical process?197

6.2.4 What is the role ofextensive reading?200

6.3 What are the implications for the teaching ofreading?205

6.3.1 How do we establish goals for the reading classroom?205

6.3.2 What criteria do we use to select reading texts?205

6.3.3 What kinds oftasks help to develop reading ability?209

6.3.4 Can we help students to read critically?213

6.3.5 How can we encourage extensive reading?215

6.4 Conclusion221

Discussion topics and projects221

Further reading224

7 Listening227

7.1 Introduction:the role oflistening in the ELT curriculum227

7.2 What do we know about the listening process?230

7.2.1 Bottom-up processes in listening230

7.2.2 Top-down processes in listening232

7.2.3 Purposes for listening235

7.3 What'uncertainties'exist for foreign language listeners?236

7.3.1 Uncertainties ofconfidence237

7.3.3 Uncertainties because ofgaps in the message238

7.3.2 Uncertainties deriving from the presentation of speech238

7.3.4 Uncertain strategies239

7.3.5 Uncertainties oflanguage239

7.3.6 Uncertainties ofcontent241

7.3.7 Visual uncertainties242

7.4 What are the implications for the English language classroom?243

7.4.1 Creating reasons for listening243

7.4.2 Selecting texts for listening244

7.4.3 Designing listening activities for the classroom247

7.4.4 Building confidence in listening to English253

7.5 Conclusion255

Discussion topics and projects255

Further reading257

8 Speaking259

8.1 Introduction:skills and strategies in speaking English261

8.2 What is involved in speaking English competently?263

8.2.1 Distinguishing types ofspeaking situation263

8.2.2 Making oneselfunderstood265

8.2.3 Managing interaction267

8.3 What are the issues in teaching the phonological aspects of English?268

8.3.1 Choosing a model for pronunciation teaching268

8.3.2 Taking a holistic or atomistic approach269

8.3.3 Selecting practice according to student need270

8.4 What are the implications for classroom practice in the teaching of spoken English?271

8.4.1 Talking with students about spoken English271

8.4.2 Making accuracy-based practice meaningful273

8.4.3 Designing and evaluating fluency-based activities276

8.4.4 Providing a range and balance ofactivities in a course283

8.4.5 Teaching the pronunciation component ofa course285

8.4.6 Treating error in the classroom288

8.4.7 Managing classroom interaction292

8.5 Conclusion294

Discussion topics and projects295

Further reading297

9 Writing299

9.1 Introduction:a contemporary writing classroom300

9.2 What do we know about the process ofwriting?302

9.2.1 What strategies do skilled writers use as they compose?303

9.2.2 What activities characterize the writing process?305

9.3 What are the implications ofa process approach?307

9.3.1 Helping students to generate ideas308

9.3.2 Providing practice in planning308

9.3.3 Contextualizing tasks to develop a sense of audience311

9.3.4 Encouraging students in revision strategies313

9.3.5 Supporting students with technology316

9.3.6 Issues in introducing a process approach317

9.4 How can we analyse and describe the structure of written texts?319

9.5 What are the implications ofa text-based approach to writing?321

9.5.1 Helping studentstoidentifytheirwritingneeds321

9.5.2 Building awareness ofdiscourse organization321

9.5.4 Enabling students to appreciate the criteria for an effectivetext326

9.5.3 Helping students to develop crafting skills326

9.6 Conclusion329

Discussion topics and projects330

Further reading332

PART FOUR:Planning and assessing learning335

10 Course design337

10.1 Introduction:roles for the teacher in course design338

10.2 What are the steps in course design?339

10.2.1 Considering the students in their context of learning343

10.2.2 Establishing goals and objectives344

10.2.3 Planning the syllabus345

10.2.4 Designing a course unit347

10.2.5 What procedures can be helpful in evaluating courses?351

10.3.1 Choosing a textbook357

10.3 What choices do teachers need to make in course design?357

10.3.2 Taking a process approach358

10.3.3 Using projects in ELT362

10.3.4 Negotiating with learners364

10.4 Conclusion366

Discussion topics and projects367

Further reading372

11 Classroom assessment by Pauline Rea-Dickins375

11.1 Introduction:assessment and testing376

11.2 What is testing?378

11.2.1 The structuralist influence378

11.2.2 The communicative influence379

11.3.1 What purposes should classroom assessment have?384

11.3 What is the role of classroom assessment?384

11.3.2 What kind of feedback is useful?385

11.3.3 What assessment procedures are available?386

11.4 What characterizes good assessment practice?393

11.4.1 Are affective considerations relevant to assessment?393

11.4.2 How can good assessment practice be framed?394

11.5 Conclusion396

Discussion topics and projects397

Further reading400

Appendix:Notes on Introductory tasks403

Glossary407

Bibliography413

Index438