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学习者为中心的课程设置  第二语言教学研究  英文版
学习者为中心的课程设置  第二语言教学研究  英文版

学习者为中心的课程设置 第二语言教学研究 英文版PDF电子书下载

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  • 电子书积分:9 积分如何计算积分?
  • 作 者:(美)David Nunan著
  • 出 版 社:上海:上海外语教育出版社
  • 出版年份:2001
  • ISBN:7810802879
  • 页数:196 页
图书介绍:《学习者为中心的课程设置:第二语言教学研究》系“剑桥应用语言学丛书”之一。该丛书精选自剑桥大学出版社出版的语言学和应用语言学专著,与“牛津应用语言学丛书”相辅相成,相得益彰。《学习者为中心的课程设置:第二语言教学研究》是一部有关第二语言教学中课程设置的学术专著,向读者展示了英语语言教学领域中的课程设置理论和实践,贯穿于全书的主题是“以学习者为中心”的理念。本书的诸多研究实例对我国英语语言教学的研究具有借鉴作用。书中介绍的课程设置采用“自下而上”的模式,及课程设置不是简单地按照课程设置专家、学者所提出的理论,而是基于观察与研究语言教师在计划、实施和评估语言课程过程中的实际举措和想法。书中所提供的一系列研究实例进一步阐述和论证了本书提出的理论模式。
《学习者为中心的课程设置 第二语言教学研究 英文版》目录

1 Introduction 1

1.1 Preamble 1

1.2 Linguistics and Language Teaching 1

1.3 Learner-Centred Curriculum Develipment 2

1.4 The Curriculum Process 4

1.5 The Structure of the Study 8

1.6 Conclusion 9

2.1 Traditional Approaches to the Curriculum 10

2 Curriculum Processes 10

2.2 ESL and Curriculum Planning 15

2.3 Summary 20

3 Learner-Centred Curriculum Development 21

3.1 Introduction 21

3.2 Theoretical Bases for Learner-Centred Curricula 22

3.3 Communicative Language Teaching and Learner-Centred Curricula 24

3.4 Communicative Language Teaching-The Teacher's Perspective 28

3.5 The Concept of Language Proficiency 32

3.6 Towards a Generalised Language Curriculum Framework 35

3.7 The Teacher and the Curriculum 36

3.8 Summary 41

4 Pre-Course Planning Procedures 42

4.1 Introduction 42

4.2 The Starting Point 42

4.3 Needs Analysis 43

4.4 Participants Pre-Course Planning Procedures 45

4.5 Griping Learners 46

4.6 Resources for Planning 48

4.7 Investigating Needs-Analysis Procedures 51

4.8 Conclusion 52

5 Planning Content 54

5.1 Introduction 54

5.2 Content Selection-An Empirical Investigation 55

5.3 Analytical Approaches to Content Specification 57

5.4 Deriving Content from Learner Data 62

5.5 Conclusion 75

6.1 Introduction 76

6 Methodology 76

6.2 Methodology and Communicative Language Teaching 78

6.3 Acquisition in the Classroom 81

6.4 Stimulating Classroom Acquisition 84

6.5 Methodology in a Learner-Centred Curriculum 88

6.6 Negotiating Leaning Activities 95

6.7 Conclusion 97

7.1 Introduction 98

7 Resources for a Learner-Centred Curriculum 98

7.2 Materials in a Learner-Centred Curriculum 99

7.3 The Community as a Resource 105

7.4 The Teacher as Developer of Resources 108

7.5 Conclusion 115

8 Assessment and Evaluation 116

8.1 The Place of Evaluation in the Curriculum 116

8.2 Some Key Concepts in Evaluation 118

8.3 some Key Questions in Evaluation 121

8.4 The Assessment of Second-Language Proficiency 123

8.5 Techniques for Self-Assessment 130

8.6 Conclusion 134

9 Evaluation and Professional Development 136

9.1 Introduction 136

9.2 Evaluation and the Planning Process 137

9.3 Evaluation and the Implemented Curriculum 138

9.4 Evaluation and the Assessed Curriculum 142

9.5 Causes of Leaner Failure 144

9.6 Evaluation and Teacher Development 147

9.7 Conclusion 150

10 The Teacher as Curriculum Developer 151

10.1 Introduction 151

10.2 The Teacher as Curriculum Developer-A National Study 151

10.3 Future Directions 174

10.4 Conclusion 178

References 181

Appendix 187

Subject Index 191

Author Index 195

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