INNE EBOOKI AUTORA
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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. |
INNE EBOOKI AUTORA
POLECAMY
Ciekawe propozycje
Teaching and Learning English
do koszyka
Teaching English Through Culture
do koszyka
English language teaching In the...
do koszyka
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 |