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挑战传统  英语语法教学中的语言任务设计研究  英文
挑战传统  英语语法教学中的语言任务设计研究  英文

挑战传统 英语语法教学中的语言任务设计研究 英文PDF电子书下载

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  • 电子书积分:10 积分如何计算积分?
  • 作 者:喻红编著
  • 出 版 社:成都:四川大学出版社
  • 出版年份:2013
  • ISBN:9787561465325
  • 页数:232 页
图书介绍:本书以国内外二语习得理论研究的最新成果为理论基础,选用国外大量优秀语言任务和活动,旨在传播英语语法教学的科学理念,探索中国语法教学的新路子。本书分为六章。第一章向读者介绍“语法”的概念性定义,即什么是语法,怎样定义语法,以及语法在日常交际会话中的重要性。第二章用浅显易懂的语言讲述二言习得理论关于语法习得的认知机制和原理。第三章系统介绍目前国内外语法教学的主要流派和方法,同时,帮助读者对任务型语法教学进行深度的认识。第四章从定义上区分语言“任务”与“活动”的概念,并系统讲解教师在语言任务设计和实施过程中所必须考虑的诸多变量。第五章以不同语法教学法为框架,着重分析每一种教学法所常用的语法教学活动的利弊。第六章为读者提供大量的语法任务范例,并以这些范例为框架,训练语言任务设计中一个重要环节,即“任务指示语”的写法。本书可作为中学英语教师、高等院校英语师范专业本科生的学习资料。作者期望本书能帮助读者们了解英语语法教学的性质和方法;掌握课堂语法教学中的任务设计和实施技巧;本书所选用的语法教学活动和“任务”虽不一定能适合我国英语语法教学的地域性差异,但期望能启发教师们语法教学和语言任务设计的灵感和
《挑战传统 英语语法教学中的语言任务设计研究 英文》目录

Unit 1 Why Focusing on Grammar 1

1.What is'grammar'? 1

1.1 Prescriptive grammar 1

1.2 Descriptive grammar 7

1.3 Differences between prescriptive and descriptive grammar 10

2. Why is it important for a second language learner to learn grammar? 17

2.1 Grammar is an integral part of a language 17

2.2 Grammar is a vital tool to achieve effective communication 19

2.3 Grammar remains a difficult object of learning for countless schoolchildren 22

Unit 2 How Do Second Language Learners Acquire Grammar 23

1.Idealized grammar vs. detailed grammar 23

2.The grammar on grammar books and in real-life language use 27

3.How do second language learners acquire grammar? 29

Unit 3 Introduction to Major Approaches to Grammar Teaching 47

1.Major approaches to grammar teaching 47

2.Teach grammar with a priority of Focus on FormS(FoFS) 58

3.Teach grammar with a priority of'Focus on Meaning'(FoM) 65

4.Teach grammar with a priority of'Focus on Form'(FoF) 71

Unit 4 Defining Tasks and Task Types 79

1.Defining a'task' 79

2.Task-based approach in second language teaching and learning 98

3.Task design features 110

4.Task implementation variables 112

Unit 5 Analyzing Activities in Second Language Grammar Teaching 120

1.Activities with a priority of Focus on FormS(FoFS) 120

1.1 'Noticing'activities 124

1.2 'Structuring'activities 130

2.Activities with a priority of Focus on Meaning(FoM) 145

3.Activities with a priority of Focus on Form(FoF) 155

3.1 Input-based activities 157

3.1.1 Listening activity 157

3.1.2 Reading activity 158

3.1.3 Dictogloss tasks 160

3.2 Output-based activities 163

3.2.1 Jigsaw tasks 163

3.2.2 Planning tasks 164

3.2.3 Reflection tasks 170

3.2.3.1 Editing tasks 170

3.2.3.2 Reformulation tasks 171

Unit 6 Writing ofTask Instructions 176

1.Teach adverbs 176

2.Teach conjunctives 179

3.Teach countable/uncountable nouns 181

4.Teach future tense 183

5.Teach'-ing'form ofverbs 186

6.Teach comparative and superlative of adjectives 188

7.Teach'Wh-'questions 190

8.Teach'there be'structure 192

9.Teach negative sentence 195

10.Teach imperatives 199

11.Teach past tense 201

12.Teach past progressive 204

13.Teach possessives 207

14.Teach modals 209

15.Teach passive voice 212

Bibliography 217

Appendix Ⅰ 225

Appendix Ⅱ 227

Appendix Ⅲ 230

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