图书介绍
现代外语教育学pdf电子书版本下载
- 舒白梅编著 著
- 出版社： 上海：上海外语教育出版社
- ISBN：7810956353
- 出版时间：2005
- 标注页数：417页
- 文件大小：56MB
- 文件页数：438页
- 主题词：外语教学－教学研究
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图书目录
CHAPTER 1 INTRODUCTION 1
1.1 Reasons for Studying Foreign Language Teaching Methodology 1
1.2 The Nature of Foreign Language Teaching Meth-odology 2
1.3 Disciplines Contributing to Foreign Language Tea-ching(FLT) 5
1.4 Factors Influencing Foreign Language Teaching and Learning 8
1.5 Summary 11
1.6 Questions and Tasks 13
CHAPTER 2 ASPECTS OF FOREIGN LANGUAGE TE-ACHING 14
2.1 Views of Language and Foreign Language Teach-ing 14
2.1.1 The Structural View 15
2.1.2 The Functional View 17
2.2 Foreign Language Teaching Syllabus 18
2.2.1 Types of Syllabus 19
2.2.2 Syllabus Design 22
2.2.3 Changes in Foreign Language Teaching and the Implications 24
2.3 Principles of Foreign Language Teaching 27
2.3.1 Learning and Teaching 27
2.3.2 Cognitive,Affective and Linguistic Principles 27
2.4 Aims and Objectives of Foreign Language Teaching and Learning 29
2.4.1 Aims 30
2.4.2 Objectives 30
2.4.3 Guidelines 31
2.5 Summary 32
2.6 Questions and Tasks 33
CHAPTER 3 ASPECTS OF FOREIGN LANGUAGE LEARNING 35
3.1 Behaviorism versus Mentalism 35
3.1.1 Behaviorism 35
3.1.2 Mentalism 37
3.2 The Monitor Model of Second Language Develop-ment 40
3.2.1 The Acquisition-Learning Hypothesis 40
3.2.2 The Monitor Hypothesis 41
3.2.3 The Natural Order Hypothesis 41
3.2.4 The Input Hypothesis 42
3.2.5 The Affective Filter Hypothesis 43
3.3 From Theory to Practice 44
3.3.1 The Gap between Theory and Practice 44
3.3.2 An Integrated Model of Second Language Teach-ing 44
3.4 Language Learning Strategies 45
3.4.1 Cognitive Styles 45
3.4.2 Learning Strategies 47
3.4.3 Learner Strategies 49
3.5 Factors Contributing to Foreign Language Learn-ing 51
3.5.1 Key Learner Variables 51
3.5.2 Transfer,Interference and Overgeneralization 56
3.6 Summary 57
3.7 Questions and Tasks 58
CHAPTER 4 THE TEACHING AND LEARNING OF PRONUNCIATION 59
4.1 Components of Linguistic Competence 59
4.2 General Knowledge of the Sound System 60
4.3 Principles of Teaching and Learning Pronunciation 67
4.4 Techniques for Teaching Pronunciation 68
4.4.1 Order of Presentation 68
4.4.2 Teaching Pronunciation in Context 69
4.5 Basic Issues in Pronunciation Teaching 75
4.6 Summary 76
4.7 Questions and Tasks 78
CHAPTER 5 THE TEACHING AND LEARNING OF VOCABULARY 79
5.1 General Knowledge of Vocabulary 79
5.1.1 Words and Their Meanings 80
5.1.2 Words and Their Forms 81
5.1.3 Words and Their Use 82
5.2 Principles of Teaching and Learning Vocabulary 87
5.2.1 Selecting Voeabulary 87
5.2.2 Presenting New Vocabulary 88
5.3 Techniques for Teaching Vocabulary 89
5.3.1 Traditional and Student-Centered Approaches 89
5.3.2 Incidental Vocabulary Learning 95
5.4 Basic Issues in Teaching Vocabulary 96
5.5 Summary 98
5.6 Questions and Tasks 99
CHAPTER 6 THE TEACHING AND LEARNING OF GRAMMAR 101
6.1 General Knowledge of Grammar 101
6.2 Principles of Teaching and Learning Grammar 102
6.2.1 Teaching Grammar as Product 103
6.2.2 Teaching Grammar as Process 105
6.2.3 Teaching Grammar as Skill 106
6.3 Techniques for Teaching Grammar 108
6.3.1 Presenting Form,Meaning and Use 110
6.3.2 Practice 112
6.3.3 Integrating Structural and Lexical Content 115
6.4 Basic Issues in Teaching Grammar 116
6.5 Summary 117
6.6 Questions and Tasks 118
CHAPTER 7 THE TEACHING AND LEARNING OF DISCOURSE 121
7.1 General Knowledge of Discourse 121
7.1.1 Types of Spoken Discourse 123
7.1.2 Patterns in Written Discourse 126
7.2 Approaches to the Development of Discourse Skills 128
7.2.1 Bottom-Up versus Top-Down 128
7.2.2 Transaction versus Interaction 129
7.3 Principles of Teaching and Learning Discourse 130
7.4 Techniques for Teaching Discourse 130
7.4.1 Approaches to Conversation Development 130
7.4.2 Focusing on Cohesion 132
7.4.3 Focusing on Coherence 134
7.5 Summary 135
7.6 Questions and Tasks 136
CHAPTER 8 THE TEACHING AND LEARNING OF LISTENING 139
8.1 Communicative Competence 139
8.2 The Nature of Listening Comprehension 140
8.2.1 Bottom-Up and Top-Down Models 142
8.2.2 Interpersonal and Transactional Functions of Language 143
8.2.3 Features of Spoken English 145
8.3 Native Speaker Listening and Listening to a Foreign Language 147
8.3.1 Native Speaker Listening Comprehension 147
8.3.2 Listening to a Foreign Language 149
8.4 Principles of Teaching and Learning Listening 150
8.4.1 Instructional Objectives 151
8.4.2 Listening Materials 153
8.5 Techniques for Teaching Listening 155
8.5.1 Listening Performance 155
8.5.2 Listening Activities 157
8.6 Points to Consider in Teaching Listening 160
8.6.1 Teacher's Role 160
8.6.2 Successful and Less Successful Listeners 161
8.7 Summary 162
8.8 Questions and Tasks 163
CHAPTER 9 THE TEACHING AND LEARNING OF READING 165
9.1 The Nature of Reading Comprehension 165
9.1.1 Three Reading Models 165
9.1.2 Insights from Studies of Related Fields 166
9.2 Factors and Their Implications for Reading in an L2 168
9.2.1 Factors Influencing Reading in an L2 168
9.2.2 Implications for the Teaching and Learning of Reading 170
9.3 Principles of Teaching and Learning Reading 171
9.3.1 Goals and Objectives 171
9.3.2 Reading Strategies 173
9.3.3 Reading Materials 175
9.3.4 An Organizational Framework 178
9.4 Techniques for Teaching Reading 180
9.4.1 Pre-Reading Strategies 180
9.4.2 Presenting the Text 181
9.4.3 Reading the Text 182
9.4.4 Post-Reading Strategies 184
9.5 Points to Consider in Teaching Reading 185
9.5.1 Vocabulary in Reading 185
9.5.2 Using Literature to Solve Cultural Problems 186
9.5.3 Forming Good Reading Habits 186
9.6 Summary 187
9.7 Questions and Tasks 188
CHAPTER 10 THE TEACHING AND LEARNING OF SPEAKING 190
10.1 The Nature of Oral Interaction 190
10.1.1 Real-Life Communication 190
10.1.2 Structural Practice and Real-Life Communi-cation 192
10.2 Two Major Approaches to the Teaching of Speak-ing 195
10.2.1 The Indirect Approach 195
10.2.2 The Direct Approach 196
10.3 Principles of Teaching and Learning Speaking 197
10.3.1 Goals and Objectives 198
10.3.2 An Organizational Framework 198
10.4 Techniques for Teaching Speaking 199
10.4.1 Structural Practice 200
10.4.2 The Use of Dialogues 201
10.4.3 Activities According to Categories of Language Use 205
10.4.4 Simulated Communicative Activities 206
10.5 Points to Consider in Teaching Speaking 213
10.5.1 The Role of the Oral Teacher 213
10.5.2 Tips for Pair/Group Work 213
10.6 Summary 214
10.7 Questions and Tasks 214
CHAPTER 11 THE TEACHING AND LEARNING OF WRITING 216
11.1 The Nature of Writing 216
11.1.1 Differences between Writing and Speaking 216
11.1.2 Styles of Writing 217
11.1.3 L2 Learners' Difficulties in Writing 218
11.2 Approaches to Writing 220
11.2.1 The Product Approach versus the Process Approach 220
11.2.2 The Genre Approach 221
11.3 Principles of Teaching and Learning Writing 221
11.3.1 Goals and Objectives 221
11.3.2 An Organizational Framework 224
11.4 Techniques for Teaching Writing 226
11.4.1 Writing Cohesive and Coherent Discourse 226
11.4.2 Pre-Writing Techniques 229
11.4.3 Composing and Drafting 231
11.4.4 Rewriting and Editing 232
11.4.5 Controlled Composition versus Free Composition 233
11.5 Points to Consider in Teaching Writing 235
11.5.1 Responding to Students' Writing 235
11.5.2 Writing Assignment 237
11.6 Summary 239
11.7 Questions and Tasks 239
CHAPTER 12 CLASSROOM COMMUNICATION AND MANAGEMENT 241
12.1 Communication in the Classroom 241
12.1.1 Characteristics of Classroom Communication 241
12.1.2 Factors Related to Classroom Communication 242
12.2 Dimensions of Classroom Management 245
12.2.1 Large Classes 247
12.2.2 Creating a Positive Classroom Climate 249
12.2.3 Teaching Effective Language Learning Strat-egies 250
12.3 Effective Classroom Instruction 253
12.3.1 Making an Interactive Classroom Interactive 253
12.3.2 Teachers' Questions 254
12.3.3 Keeping Students on Task 257
12.4 Cooperative Learning 258
12.4.1 Features of Cooperative Learning 258
12.4.2 Implementing Cooperative Learning 259
12.4.3 Cooperative Activities 261
12.5 Summary 264
12.6 Questions and Tasks 265
CHAPTER 13 USING TECHNOLOGY FOR LANGUAGE INSTRUCTION 267
13.1 Defining Educational Technology 267
13.2 Principles of Using Media in the Classroom 268
13.2.1 A Rationale 268
13.2.2 Guidelines 269
13.3 Classroom Media:An Overview 270
13.3.1 Non-Technical Media 270
13.3.2 Technical Media 270
13.4 Traditional Ways of Using Technology for Lan-guage Instruction 272
13.4.1 Using the Overhead Projector to Provide Visual Support 272
13.4.2 Using Language Labs to Strengthen Listening Comprehension Skills 273
13.4.3 Using Video to Combine Visual and Auditory Learning 274
13.4.4 Integrating Video into Language Instruction 276
13.5 Using CALL to Enhance Language Learning 279
13.5.1 Criteria for Communicative CALL 279
13.5.2 Some Programs Used in CALL 280
13.6 Other Uses of Computers 282
13.6.1 Drills 282
13.6.2 Adaptive Testing 282
13.6.3 Corpora and Concordancing 283
13.6.4 Computer-Mediated Communication(CMC) 284
13.6.5 Creating and Evaluating Computer-Based Ac-tivities 287
13.7 Summary 289
13.8 Questions and Tasks 290
CHAPTER 14 ASSESSING AND EVALUATING TEACH-ING AND LEARNING 291
14.1 Basic Knowledge of Assessment 291
14.1.1 Assessment,Examination and Test 291
14.1.2 Kinds of Tests According to Purposes 293
14.1.3 Kinds of Tests According to Methods 297
14.2 Principles of Test Design 302
14.2.1 Criteria of a Good Test 302
14.2.2 Connecting Testing with Teaching 304
14.2.3 Designing Different Tests 306
14.3 Alternative Assessment 309
14.3.1 Characteristics of Alternative Assessment 309
14.3.2 Purposes and Uses of Alternative Assessment 311
14.3.3 Types of Alternative Assessment 313
14.3.4 Procedures for Setting up Alternative Assess-ment 315
14.4 Summary 316
14.5 Questions and Tasks 316
CHAPTER 15 ERROR ANALYSIS AND REMEDIAL WORK 318
15.1 Purposes in Error Analysis 318
15.2 Theories of Error Analysis 319
15.2.1 Contrastive Analysis 319
15.2.2 Language Transfer 320
15.2.3 Non-Contrastive Analysis 320
15.2.4 Interlanguage 321
15.2.5 Error Analysis 321
15.3 Prerequisites for Error Analysis 322
15.3.1 Mistakes and Errors 322
15.3.2 Causes of Learner Errors 323
15.4 Procedures of Error Analysis 325
15.4.1 Identifying Errors 325
15.4.2 Recognition 326
15.4.3 Describing Errors 327
15.4.4 Reconstruction 327
15.5 Error Correction 328
15.5.1 What to Correct 329
15.5.2 When to Correct 331
15.5.3 How to Correct 332
15.5.4 Remedial Work 333
15.6 Summary 335
15.7 Questions and Tasks 336
CHAPTER 16 A SURVEY OF FLT APPROACHES 338
16.1 The Traditional Method School 338
16.1.1 The Grammar-Translation Method 338
16.1.2 The Direct Method 340
16.1.3 The Audiolingual Method 341
16.1.4 The Oral-Situational Method 343
16.1.5 The Cognitive-Code Learning Method 344
16.2 The Humanistic/Psychological School 345
16.2.1 Community Language Learning 345
16.2.2 The Silent Way 346
16.2.3 Suggestopaedia 347
16.2.4 The Total Physical Response Method 348
16.3 Communicative Language Teaching 349
16.3.1 The Communicative Approach 349
16.3.2 The Natural Approach 353
16.4 New Attempts within a CLT Framework 355
16.4.1 Whole Language Education 355
16.4.2 Content-Centered Education 355
16.4.3 Task-Based Learning 356
16.4.4 Theme-Based Teaching 358
16.4.5 Experiential Learning 359
16.4.6 Learner-Centered Teaching 359
16.5 Summary 360
16.6 Questions and Tasks 360
CHAPTER 17 FOREIGN LANGUAGE TEACHING IN CHINA 362
17.1 Historical Review 362
17.1.1 FLT:1950-1990 362
17.1.2 Recent Development 366
17.1.3 Examples of Alternative Methods 369
17.2 Looking Ahead 375
17.2.1 The Present Situation 375
17.2.2 Trends and Challenges 375
17.3 Summary 379
17.4 Questions and Tasks 380
CHAPTER 18 TEACHERS' PROFESSIONAL DEVEL-OPMENT 381
18.1 Changing Views and Central Factors 381
18.1.1 Teacher Training,Teacher Education and Teacher Development 381
18.1.2 Factors Central to Teacher Self-Development 383
18.2 Major Professional Goals and Tasks 384
18.2.1 The Competence of an EFL Teacher 384
18.2.2 Prerequisites of Self-Development 384
18.2.3 Teacher Self-Development Tasks 386
18.3 The Reflective Model of Teacher Development 388
18.3.1 The Reflective Model 388
18.3.2 Reflective Teaching Portfolios 390
18.3.3 Reflection as a Process 391
18.4 Class Observation 392
18.4.1 Focus on the Teacher 392
18.4.2 An Observation Task Sheet 393
18.4.3 Different Approaches to Classroom Obser-vation 394
18.5 Lesson Planning 395
18.5.1 Knowledge before Lesson Planning 395
18.5.2 Elements of a Lesson Plan 398
18.5.3 Guidelines for Lesson Planning 402
18.6 Summary 404
18.7 Questions and Tasks 405
POSTSCRIPT 407
BIBLIOGRAPHY 411