现代外语教育学PDF格式文档图书下载

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

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