根据原理教学 交互式语言教学 第3版PDF电子书下载

PART Ⅰ．FOUNDATIONS FOR CLASSROOM PRACTICE 1

Chapter 1 Getting Started 2

A Classroom Observation 3

Analyzing the Lesson 8

Topics for Discussion,Action,and Research 11

For Your Further Reading 11

Chapter 2 A"Methodical"History of Language Teaching 13

Approach,Method,and Technique 14

Changing Winds and Shifting Sands 17

The Grammar Translation Method 18

Gouin and the Series Method 19

The Direct Method 21

The Audiolingual Method 22

Cognitive Code Learning 24

"Designer"Methods of the Spirited 1970s 24

Community Language Learning 25

Suggestopedia 27

The Silent Way 28

Total Physical Response 30

The Natural Approach 31

Functional Syllabuses 32

Topics for Discussion,Action,and Research 34

For Your Further Reading 39

Chapter 3 The Postmethod Era:Toward Informed Approaches 40

The Dysfunction of the Theory-Practice Dichotomy 41

An Enlightened,Eclectic Approach 42

Communicative Language Teaching 45

Task-Based Language Teaching 50

Learner-Centered Instruction 52

Cooperative Learning 53

Interactive Learning 53

Whole Language Education 54

Content-Based Instruction 55

Other Candidates for CLT Approaches 57

Topics for Discussion,Action,and Research 58

For Your Further Reading 60

Chapter 4 Teaching by Principles 62

Cognitive Principles 63

Automaticity 64

Meaningful Learning 65

The Anticipation of Reward 66

Intrinsic Motivation 68

Strategic Investment 68

Autonomy 70

Socioaffective Principles 71

Language Ego 72

Willingness to Communicate 73

The Language-Culture Connection 74

Linguistic Principles 75

The Native Language Effect 76

Interlanguage 77

Communicative Competence 79

Topics for Discussion,Action,and Research 81

For Your Further Reading 83

Chapter 5 Intrinsic Motivation in the Classroom 84

Defining Motivation 85

A Behavioral Definition 85

Cognitive Definitions 85

A Constructivist Definition 87

Intrinsic and Extrinsic Motivation 88

Intrinsic Motivation in Eduction 90

Intrinsic Motivation in the Second Language Classroom 92

Topics for Discussion,Action,and Research 95

For Your Further Reading 97

PART Ⅱ．CONTEXTS OF LEARNING AND TEACHING 99

Chapter 6 Teaching Across Age Levels 100

Teaching Children 101

Intellectual Development 102

Attention Span 102

Sensory Input 103

Affective Factors 103

Authentic,Meaningful Language 104

Teaching Adults 104

Teaching Teens 106

Topics for Discussion,Action,and Research 107

For Your Further Reading 109

Chapter 7 Teaching Across Proficiency Levels 110

Defining Proficiency Levels 110

Teaching Beginning Levels 112

Teaching Intermediate Levels 124

Teaching Advanced Levels 127

Topics for Discussion,Action,and Research 130

For Your Further Reading 131

Chapter 8 Sociocultural,Political,and Institutional Contexts 132

Cultural Contexts 132

Second and Foreign Language Contexts 134

English as an International Language 136

Nonnative English-Speaking Teachers 137

Language Policy Issues 138

Institutional Contexts 140

Elementary and Secondary Schools 140

Post-Secondary and Adult Education 142

Institutions of Higher Education 143

Topics for Discussion,Action,and Research 144

For Your Further Reading 146

PART Ⅲ．DESIGNING AND IMPLEMENTING CLASSROOM LESSONS 147

Chapter 9 Curriculum Design 148

Curriculum Development:An Overview 149

Situation Analysis 150

Needs Analysis 152

Problematizing 153

Specifying Goals 155

Conceptualizing a Course Syllabus 156

Selecting Textbooks,Materials,and Resources 157

Assessment 158

Program Evaluation 158

Topics for Discussion,Action,and Research 161

For Your Further Reading 163

Chapter 10 Lesson Planning 164

Format of a Lesson Plan 164

Guidelines for Lesson Planning 167

Sample Lesson Plan 171

Topics for Discussion,Action,and Research 176

For Your Further Reading 178

Chapter 11 Techniques and Materials 179

Techniques Redefined 179

Categorizing Techniques:A Bit of History 181

A Taxonomy of Techniques 184

Textbooks 187

Textbook Adaptation 188

Textbook Evaluation 191

Other Texts and Visual Aids 193

Topics for Discussion,Action,and Research 194

For Your Further Reading 195

Chapter 12 Technology in the Classroom 196

Non-Computer-Based Technology 197

Computer Assisted Language Learning(CALL) 199

CALL,CMC,TMLL,orWhat? 199

Principles and Benefits of CALL 200

Uses of CALL in the Language Classroom 202

Topics for Discussion,Action,and Research 205

Some Useful Web Resources 206

For Your Further Reading 209

Chapter 13 Initiating Interaction in the Classroom 211

What is Interaction? 212

Interactive Principles 213

Roles of the Interactive Teacher 214

Foreign Language Interaction Analysis 216

Questioning Strategies for Interactive Learning 218

Topics for Discussion,Action,and Research 221

For Your Further Reading 222

Chapter 14 Sustaining Interaction through Group Work 223

Advantages of Group Work 224

Excuses for Avoiding Group Work 226

Implementing Group Work in Your Classroom 229

Evaluating Classroom Language 229

Selecting Appropriate Group Techniques 230

Planning Group Work 235

Monitoring the Task 237

Debriefing 237

Topics for Discussion,Action,and Research 238

For Your Further Reading 239

Chapter 15 Classroom Management 241

The Physical Environment of the Classroom 241

Your Voice and Body Language 243

Unplanned Teaching:Midstream Lesson Changes 244

Teaching Under Adverse Circumstances 245

Teachers'Roles and Styles 250

Creating a Positive Classroom Climate 253

Topics for Discussion,Action,and Research 254

For Your Further Reading 256

Chapter 16 Strategies-Based Instruction 257

Strategic Investment 258

Good Language Learners 259

Styles of Successful Language Learning 260

Awareness and Action 261

Developing Student Self-awareness of Styles 263

How to Teach Strategies in the Classroom 269

"Packaged"Models of SBI 276

Topics for Discussion,Action,and Research 280

For Your Further Reading 281

PART Ⅳ．TEACHING LANGUAGE SKILLS 283

Chapter 17 Integrating the"Four Skills" 284

Why Integrated Skills? 285

Models of Skills Integration 286

Content-Based Instruction 287

Task-Based Language Teaching 287

Theme-Based Instruction 288

Experiential Learning 291

The Episode Hypothesis 293

An Integrated Lesson 295

Topics for Discussion,Research,and Action 297

For Your Further Reading 298

Chapter 18 Teaching Listening 299

Listening Comprehension in Pedagogical Research 299

An Interactive Model of Listening Comprehension 301

Types of Spoken Language 303

What Makes Listening Difficult? 304

Microskills and Macroskills of Listening 307

Types of Classroom Listening Performance 308

Principles for Teaching Listening Skills 310

Listening Techniques from Beginning to Advanced 312

Assessing Listening in the Classroom 317

Understanding the terms"Assessment"and"Test" 317

Assessing Types of Listening and Micro-and Macroskills 318

Topics for Discussion,Research,and Action 319

For Your Further Reading 321

Chapter 19 Teaching Speaking 322

Oral Communication Skills in Pedagogical Research 322

Types of Spoken Language 325

What Makes Speaking Difficult? 326

Micro-and Macroskills of Oral Communication 327

Types of Classroom Speaking Performance 327

Principles for Teaching Speaking Skills 331

Teaching Conversation 332

Teaching Pronunciation 339

Focus on Form and Error Treatment 344

The Role of Feedback 345

When and How to Treat Errors 346

Assessing Speaking in the Classroom 350

Item Types and Tasks for Assessing Speaking 351

Evaluating and Scoring Speaking Tasks 352

Topics for Discussion,Action,and Research 353

For Your Further Reading 354

Chapter 20 Teaching Reading 357

Research on Reading a Second Language 357

Genres of Written Language 362

Characteristics of Written Language 363

Micro-and Macroskills for Reading Comprehension 366

Strategies for Reading Comprehension 366

Types of Classroom Reading Performance 371

Principles for Teaching Reading Skills 373

Two Reading Lessons 376

Assessing Reading 385

Topics for Discussion,Action,and Research 386

For Your Further Reading 387

Chapter 21 Teaching Writing 390

Research on Second Language Writing 390

Types of Written Language 397

Characteristics of Written Language:A Writer's View 397

Micro-and Macroskills for Writing 399

Types of Classroom Writing Performance 399

Principles for Teaching Writing Skills 402

Assessing Writing 412

Evaluation Checklists 413

Writing Assessment Tasks 414

Topics for Discussion,Action,and Research 416

For Your Further Reading 417

Chapter 22 Form-Focused Instruction 419

The Place of Grammar 420

To Teach or Not to Teach Grammar 421

Issues About How to Teach Grammar 423

Grammar Techniques 426

Grammar Sequencing in Textbooks and Curricula 431

Current Issues in Vocabulary Teaching 435

Principles for Teaching Vocabulary 436

Topics for Discussion,Action,and Research 440

For Your Further Reading 441

PART Ⅴ．ASSESSING LANGUAGE SKILLS 443

Chapter 23 Language Assessment:Principles and Issues 444

Testing,Assessing,and Teaching 444

Principles of Language Assessment 446

Practicality 446

Reliability 447

Validity 448

Content Validity 449

Face Validity 449

Construct Validity 449

Authenticity 450

Washback 451

Kinds of Tests 453

Proficiency Tests 453

Diagnostic Tests 453

Placement Tests 454

Achievement Tests 454

Aptitude Tests 454

Historical Developments in Language Assessment 455

Current Issues in Language Assessment 457

Large-Scale Language Proficiency Testing 457

Authenticity 459

Performance-Based Assessment 460

Challenges from Innovative Theories of Intelligence 461

Expanding"Alternatives"in the Classroom-Based Assessment 461

Ethical Issues:Critical Language Assessment 462

Topics for Discussion,Action,and Research 464

For Your Further Reading 465

Chapter 24 Classroom-Based Assessment 466

Norm-Referenced and Criterion-Referenced Tests 467

Some Practical Steps to Test Construction 468

Turning Existing Tests into More Effective Procedures 472

Alternatives in Assessment 475

Portfolios 475

Journals 476

Conferences 477

Observations 477

Self-and Peer-Assessments 479

Scrutinizing the Alternatives 480

Maximizing Practicality and Reliability 480

Performance-Based Assessment 481

Topics for Discussion,Action,and Research 483

For Your Further Reading 484

PART Ⅵ．LIFELONG LEARNING 485

Chapter 25 Teacher Development 486

Peak Performers 487

The"Good"Language Teacher 489

Classroom Observation 490

Classroom-Based"Action"Research 498

Teacher Collaboration:Learning from Each Other 502

Journals,Teaching Portfolios,Reading,and Writing 506

Topics for Discussion,Action,and Research 509

For Your Further Reading 510

Chapter 26 Teachers for Social Responsibility 512

Critical Pedagogy 513

Teaching As A Subversive Activity 513

Some Cautionary Observations 514

Hot Topics in the Language Classroom 515

Guidelines for Dealing With Controversial Issues in the Classroom 515

Examples of Socially Responsible Teaching from Around the World 516

Moral Dilemmas and Moral Imperatives 518

Agents for Change 520

Topics for Discussion,Action,and Research 520

For Your Further Reading 522

Bibliography 525

Name Index 554

Subject Index 558