INNE EBOOKI AUTORA
Koszyk
TEACHING ENGLISH as a Foreign Language
A Guide for Professionals
Autor:
Wydawca:
Format:
epub, mobi, ibuk
Podręcznik wykorzystuje najnowsze osiągnięcia językoznawstwa, psychologii uczenia się, dydaktyki i teorii komunikacji. Przedstawia problemy dydaktyki z punktu widzenia przyswajania języka. Kładzie nacisk na aktywną rolę ucznia w procesie dydaktycznym poprzez wybór odpowiedniej strategii uczenia się. Szczególnie podkreśla wagę procesów stałych i powtarzalnych w przyswajaniu języka obcego. Krótko omawia tradycje i obecny stan dydaktyki języków obcych w Polsce i na świecie. Każdy rozdział zawiera podsumowanie, wykaz lektur uzupełniających, pytania, zadania i ćwiczenia, niezbędne w przygotowaniach do zaliczeń i egzaminów. Indeks rzeczowy i osób oraz słownik terminów znakomicie ułatwiają korzystanie z podręcznika i pomagają w przyswojeniu wiedzy.
| Rok wydania | 2011 |
|---|---|
| Liczba stron | 292 |
| Kategoria | Dydaktyka języków obcych |
| Wydawca | Wydawnictwo Naukowe PWN |
| ISBN-13 | 978-83-01-21512-5 |
| Numer wydania | 1 |
| Język publikacji | angielski |
| Informacja o sprzedawcy | ePWN sp. z o.o. |
POLECAMY
Ciekawe propozycje
Spis treści
| PART ONE Where do our ideas on foreign language teaching come from? | 17 |
| 1. Foreign language teaching in a historical perspective | 17 |
| 1.1. The role of Latin | 17 |
| 1.2. Grammar as the key to foreign language learning. The Grammar Translation Method | 18 |
| 1.3. Reactions to the Grammar Translation Method | 20 |
| 1.3.1. The Reform Movement | 22 |
| 1.4. The Natural and the Direct Methods | 23 |
| 1.5. The Reading Method | 26 |
| 1.6. The current view on the role of grammar | 28 |
| 1.7. The current view on the function of translation | 29 |
| 1.8. The current view on the role of the text | 32 |
| Topics and review questions | 32 |
| Further reading | 33 |
| PART TWO Mainstream and alternative methods in TEFL in the second half of the 20th century | 36 |
| 2. Audiolingualism in teaching English as a foreign language | 36 |
| 2.1. Approach, method, technique | 36 |
| 2.2. Sources of audiolingualism | 36 |
| 2.2.1. Influences from psychology | 37 |
| 2.2.2. Influences from linguistics | 38 |
| 2.3. The Audiolingual Approach, Method and Techniques | 39 |
| 2.3.1. Five audiolingual slogans and their influence on the method of teaching | 40 |
| 2.3.2. Further characteristic features of the Audiolingual Method | 43 |
| 2.3.3. Characteristic techniques | 45 |
| 2.4. A critical look at the Audiolingual Approach, Method and Techniques | 47 |
| 2.5. The current view on drill, imitation, and repetition | 49 |
| Topics and review questions | 52 |
| Further reading | 52 |
| 3. The Cognitive Code Learning Theory | 52 |
| 3.1. Influences from psychology | 53 |
| 3.2. Influences from linguistics | 55 |
| 3.3. Five slogans of the Cognitive Approach and their implications for the Cognitive Method of foreign language teaching | 57 |
| 3.4. Further characteristic features of the Cognitive Method | 59 |
| 3.5. Closing remarks on the Cognitive Method | 62 |
| 3.6. The current view on the link between materials, meaning, and memory processes | 63 |
| Topics and review questions | 64 |
| Further reading | 65 |
| 4. Developments in foreign language teaching following the Audiolingual and the Cognitive Methods | 65 |
| 4.1. Pessimism regarding the search for an ideal method | 65 |
| 4.2. The eclectic orientation | 66 |
| 4.3. The alternative methods | 67 |
| 4.3.1. The Silent Way by Caleb Gattegno | 68 |
| 4.3.2. Total Physical Response by James Asher | 71 |
| 4.3.3. Suggestopedia by Georgi Lozanov | 73 |
| 4.3.4. Community Language Learning by Charles Curran | 76 |
| Topics and review questions | 79 |
| Further reading | 80 |
| 4.4. Focus on the learner | 80 |
| 4.5. Individual factors in foreign language learning | 82 |
| 4.6. Individualizing foreign language instruction | 84 |
| 4.7. The beginnings of Second Language Acquisition Research | 86 |
| Topics and review questions | 87 |
| Further reading | 88 |
| PART THREE Communicative Language Teaching (CLT) | 90 |
| 5. The Communicative Approach to foreign language teaching | 90 |
| 5.1. Foundations of the Communicative Approach | 90 |
| 5.2. Interest in doing things with words | 90 |
| 5.3. The notion of communicative competence | 92 |
| 5.4. The importance of discourse in CLT | 94 |
| 5.5. The notion of role | 97 |
| 5.6. Developments in communicative syllabus design | 98 |
| 6. The Communicative Method and Techniques. Evaluating CLT | 101 |
| 6.1. The Communicative Method | 101 |
| 6.2. Criteria of communication in CLT | 101 |
| 6.3. Principles of the Communicative Method | 103 |
| 6.3.1. Further issues in the Communicative Method | 105 |
| 6.4. Typical activities and techniques | 107 |
| 6.4.1. Structured dialogue | 108 |
| 6.4.2. Jig-saw reading and listening | 108 |
| 6.4.3. Role-play | 109 |
| Further reading | 110 |
| 6.4.4. Drama | 110 |
| Further reading | 111 |
| 6.4.5. Simulation | 111 |
| Further reading | 113 |
| 6.4.6. Project | 113 |
| Further reading | 115 |
| 6.5. Evaluating CLT | 115 |
| Topics and review questions | 121 |
| Further reading | 122 |
| PART FOUR The current perspective on teaching English as a foreign language | 123 |
| 7. Focus on verbal communication, learning, and reasoning | 123 |
| 7.1. The nature of communicative processes | 124 |
| 7.2. The main components of our learning ‘equipment’ | 128 |
| 7.3. Strong ties between verbal communication and learning | 131 |
| 7.4. Language as a special code of verbal communication | 132 |
| 7.5. Reasoning processes available to the language learner | 133 |
| Topics and review questions | 134 |
| Further reading | 135 |
| 8. The whole-person involvement in verbal communication and learning | 135 |
| 8.1. The learner’s contribution to the dynamics of verbal communication and learning | 135 |
| 8.1.1. The role of cognitive resources | 136 |
| 8.1.2. Making communicative adjustments | 137 |
| 8.1.3. The learner’s creative and constructive involvement | 137 |
| 8.2. Personality factors | 138 |
| 8.2.1. The role of the learner’s personality | 138 |
| 8.2.2. The role of self-concept and self-esteem | 138 |
| 8.2.3. Communicative assertiveness | 140 |
| 8.3. The learner’s development along the lifespan | 141 |
| Topics and review questions | 142 |
| Further reading | 143 |
| 9. Conditions for foreign language learning. Input, interaction, feedback. The role of cultivation strategies | 143 |
| 9.1. Primary conditions for foreign language learning | 144 |
| 9.2. What can we learn from observing children? | 145 |
| 9.3. Secondary conditions for foreign language learning. Cultivation of language learning in the classroom | 146 |
| 9.3.1. The essential processes in foreign language learning and teaching | 147 |
| 9.4. A look back at the traditional approaches to foreign language teaching | 150 |
| 9.5. The nature of teaching – the role of the teacher | 151 |
| 9.6. Focus on form and accuracy | 153 |
| 9.7. The origin and role of the foreign language teaching method at the beginning of the 21st century | 154 |
| Topics and review questions | 156 |
| Further reading | 156 |
| PART FIVE How communication and learning emerge | 157 |
| 10. The development of the language learner in childhood and adolescence | 157 |
| 10.1. Landmarks of development | 158 |
| 10.1.1. Gradual emergence of verbal communication | 160 |
| 10.2. The first stage – infancy and toddlerhood | 160 |
| 10.2.1. The psychosocial development | 160 |
| 10.2.2. Communication | 161 |
| 10.3. Early childhood (3–6 years) | 163 |
| 10.3.1. Language and communication in early childhood | 165 |
| 10.3.2. Play in early childhood | 166 |
| 10.4. Middle childhood | 166 |
| 10.4.1. Piaget’s stage of concrete operations | 166 |
| 10.4.2. The development of memory in middle childhood | 167 |
| 10.4.3. The development of thinking | 169 |
| 10.4.4. Language development | 169 |
| 10.4.5. Developing a sense of humour | 170 |
| 10.4.6. Gifted and creative children | 171 |
| 10.4.7. Personality and social development in middle childhood | 172 |
| 10.5. Adolescence | 173 |
| 10.5.1. Intellectual development in adolescence | 174 |
| 10.5.2. Personality development | 174 |
| 10.5.3. The search for identity, including sexual identity | 175 |
| 10.6. Resulting principles of foreign language teaching in childhood and adolescence | 176 |
| Topics and review questions | 178 |
| Further reading | 178 |
| PART SIX Foreign language skills in the context of verbal communication | 179 |
| 11. Spoken and written discourse | 179 |
| 11.1. Comprehension and production as an integral part of verbal communication | 179 |
| 11.2. Differences between spoken and written discourse | 180 |
| 11.3. Authentic and didactic texts. Authentic and didactic tasks | 183 |
| 11.4. Stages in learning a skill in a foreign language | 187 |
| Topics and review questions | 189 |
| Further reading | 190 |
| 12. Receptive skills: reading comprehension | 190 |
| 12.1. Reading as a form of interaction | 190 |
| 12.2. Bottom-up and top-down processes in reading | 191 |
| 12.3. The learner’s angle on reading | 192 |
| 12.4. The levels of reading comprehension | 193 |
| 12.5. The teacher’s analysis of the text for its communicative and language learning ,potential | 196 |
| 12.6. Sources of difficulty in reading comprehension and strategies of dealing with them . | 200 |
| 12.6.1. Increasing background knowledge | 200 |
| 12.6.2. Highlighting the genre | 202 |
| 12.7. Vocabulary and the reading passage | 203 |
| 12.8. Types of reading and their function in learning English as a foreign language | 205 |
| 12.9. Options in designing reading tasks. Pre-reading, reading, and follow-up | 207 |
| Further reading | 212 |
| 13. Receptive skills: listening comprehension | 212 |
| 13.1. Functions of auditory input in foreign language learning | 213 |
| 13.1.1. The learner as a member of an audience | 213 |
| 13.1.2. The learner as an addressee | 214 |
| 13.1.3. Input for pronunciation | 215 |
| 13.2. Listening comprehension as an integral part of verbal communication | 217 |
| 13.3. Difficulties experienced by foreign language learners in listening comprehension tasks | 218 |
| 13.4. Guidelines for listening tasks | 220 |
| 13.5. Auditory input and various follow-up activities | 220 |
| 13.6. Activities aimed at developing listening comprehension | 222 |
| 13.7. The function of tapescript in listening comprehension tasks | 226 |
| 13.8. Options in designing a listening comprehension task | 227 |
| Further reading | 231 |
| 14. Productive skills: speaking | 231 |
| 14.1. Speaking as an act of verbal communication | 232 |
| 14.2. Long-term investment in speaking | 234 |
| 14.3. The structure of conversation | 235 |
| 14.4. Abilites involved in participating in a conversation | 237 |
| 14.5. The role of anxiety in developing the speaking skill | 238 |
| 14.6. Cultivating articulacy in EFL | 240 |
| 14.7. Selected activities for the development of the speaking skill | 244 |
| Topics and review questions | 247 |
| Further reading | 247 |
| 15. Productive skills: writing | 248 |
| 15.1. Writing as an act of constructing a message | 248 |
| 15.2. Differences between experienced and inexperienced writers | 250 |
| 15.3. Long-term investment in the writing skill | 251 |
| 15.4. Learning to write versus process writing | 252 |
| 15.5. Sample activities in learning how to write in EFL | 254 |
| 15.6. Process writing | 258 |
| 15.7. Error correction in written work | 259 |
| Topics and review questions | 261 |
| Further reading | 262 |
| Conclusions | 263 |
| Additional terms | 267 |
| References | 273 |
| Index | 281 |
| Name index | 289 |
KUP NA PREZENT
TEACHING ENGLISH as a Foreign Language
74,00 zł
Uzupełnij informacje na temat odbiorcy.
Produkt został pomyślnie dodany do koszyka.
Nieudana próba zakupu produktu. Spróbuj jeszcze raz.
Wypożyczaj w abonamencie!
Już od 2,66 zł za ebooka
