根据原理教学 交互式语言教学 第3版2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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PART Ⅰ．FOUNDATIONS FOR CLASSROOM PRACTICE1

Chapter 1 Getting Started2

A Classroom Observation3

Analyzing the Lesson8

Topics for Discussion,Action,and Research11

For Your Further Reading11

Chapter 2 A"Methodical"History of Language Teaching13

Approach,Method,and Technique14

Changing Winds and Shifting Sands17

The Grammar Translation Method18

Gouin and the Series Method19

The Direct Method21

The Audiolingual Method22

Cognitive Code Learning24

"Designer"Methods of the Spirited 1970s24

Community Language Learning25

Suggestopedia27

The Silent Way28

Total Physical Response30

The Natural Approach31

Functional Syllabuses32

Topics for Discussion,Action,and Research34

For Your Further Reading39

Chapter 3 The Postmethod Era:Toward Informed Approaches40

The Dysfunction of the Theory-Practice Dichotomy41

An Enlightened,Eclectic Approach42

Communicative Language Teaching45

Task-Based Language Teaching50

Learner-Centered Instruction52

Cooperative Learning53

Interactive Learning53

Whole Language Education54

Content-Based Instruction55

Other Candidates for CLT Approaches57

Topics for Discussion,Action,and Research58

For Your Further Reading60

Chapter 4 Teaching by Principles62

Cognitive Principles63

Automaticity64

Meaningful Learning65

The Anticipation of Reward66

Intrinsic Motivation68

Strategic Investment68

Autonomy70

Socioaffective Principles71

Language Ego72

Willingness to Communicate73

The Language-Culture Connection74

Linguistic Principles75

The Native Language Effect76

Interlanguage77

Communicative Competence79

Topics for Discussion,Action,and Research81

For Your Further Reading83

Chapter 5 Intrinsic Motivation in the Classroom84

Defining Motivation85

A Behavioral Definition85

Cognitive Definitions85

A Constructivist Definition87

Intrinsic and Extrinsic Motivation88

Intrinsic Motivation in Eduction90

Intrinsic Motivation in the Second Language Classroom92

Topics for Discussion,Action,and Research95

For Your Further Reading97

PART Ⅱ．CONTEXTS OF LEARNING AND TEACHING99

Chapter 6 Teaching Across Age Levels100

Teaching Children101

Intellectual Development102

Attention Span102

Sensory Input103

Affective Factors103

Authentic,Meaningful Language104

Teaching Adults104

Teaching Teens106

Topics for Discussion,Action,and Research107

For Your Further Reading109

Chapter 7 Teaching Across Proficiency Levels110

Defining Proficiency Levels110

Teaching Beginning Levels112

Teaching Intermediate Levels124

Teaching Advanced Levels127

Topics for Discussion,Action,and Research130

For Your Further Reading131

Chapter 8 Sociocultural,Political,and Institutional Contexts132

Cultural Contexts132

Second and Foreign Language Contexts134

English as an International Language136

Nonnative English-Speaking Teachers137

Language Policy Issues138

Institutional Contexts140

Elementary and Secondary Schools140

Post-Secondary and Adult Education142

Institutions of Higher Education143

Topics for Discussion,Action,and Research144

For Your Further Reading146

PART Ⅲ．DESIGNING AND IMPLEMENTING CLASSROOM LESSONS147

Chapter 9 Curriculum Design148

Curriculum Development:An Overview149

Situation Analysis150

Needs Analysis152

Problematizing153

Specifying Goals155

Conceptualizing a Course Syllabus156

Selecting Textbooks,Materials,and Resources157

Assessment158

Program Evaluation158

Topics for Discussion,Action,and Research161

For Your Further Reading163

Chapter 10 Lesson Planning164

Format of a Lesson Plan164

Guidelines for Lesson Planning167

Sample Lesson Plan171

Topics for Discussion,Action,and Research176

For Your Further Reading178

Chapter 11 Techniques and Materials179

Techniques Redefined179

Categorizing Techniques:A Bit of History181

A Taxonomy of Techniques184

Textbooks187

Textbook Adaptation188

Textbook Evaluation191

Other Texts and Visual Aids193

Topics for Discussion,Action,and Research194

For Your Further Reading195

Chapter 12 Technology in the Classroom196

Non-Computer-Based Technology197

Computer Assisted Language Learning(CALL)199

CALL,CMC,TMLL,orWhat?199

Principles and Benefits of CALL200

Uses of CALL in the Language Classroom202

Topics for Discussion,Action,and Research205

Some Useful Web Resources206

For Your Further Reading209

Chapter 13 Initiating Interaction in the Classroom211

What is Interaction?212

Interactive Principles213

Roles of the Interactive Teacher214

Foreign Language Interaction Analysis216

Questioning Strategies for Interactive Learning218

Topics for Discussion,Action,and Research221

For Your Further Reading222

Chapter 14 Sustaining Interaction through Group Work223

Advantages of Group Work224

Excuses for Avoiding Group Work226

Implementing Group Work in Your Classroom229

Evaluating Classroom Language229

Selecting Appropriate Group Techniques230

Planning Group Work235

Monitoring the Task237

Debriefing237

Topics for Discussion,Action,and Research238

For Your Further Reading239

Chapter 15 Classroom Management241

The Physical Environment of the Classroom241

Your Voice and Body Language243

Unplanned Teaching:Midstream Lesson Changes244

Teaching Under Adverse Circumstances245

Teachers'Roles and Styles250

Creating a Positive Classroom Climate253

Topics for Discussion,Action,and Research254

For Your Further Reading256

Chapter 16 Strategies-Based Instruction257

Strategic Investment258

Good Language Learners259

Styles of Successful Language Learning260

Awareness and Action261

Developing Student Self-awareness of Styles263

How to Teach Strategies in the Classroom269

"Packaged"Models of SBI276

Topics for Discussion,Action,and Research280

For Your Further Reading281

PART Ⅳ．TEACHING LANGUAGE SKILLS283

Chapter 17 Integrating the"Four Skills"284

Why Integrated Skills?285

Models of Skills Integration286

Content-Based Instruction287

Task-Based Language Teaching287

Theme-Based Instruction288

Experiential Learning291

The Episode Hypothesis293

An Integrated Lesson295

Topics for Discussion,Research,and Action297

For Your Further Reading298

Chapter 18 Teaching Listening299

Listening Comprehension in Pedagogical Research299

An Interactive Model of Listening Comprehension301

Types of Spoken Language303

What Makes Listening Difficult?304

Microskills and Macroskills of Listening307

Types of Classroom Listening Performance308

Principles for Teaching Listening Skills310

Listening Techniques from Beginning to Advanced312

Assessing Listening in the Classroom317

Understanding the terms"Assessment"and"Test"317

Assessing Types of Listening and Micro-and Macroskills318

Topics for Discussion,Research,and Action319

For Your Further Reading321

Chapter 19 Teaching Speaking322

Oral Communication Skills in Pedagogical Research322

Types of Spoken Language325

What Makes Speaking Difficult?326

Micro-and Macroskills of Oral Communication327

Types of Classroom Speaking Performance327

Principles for Teaching Speaking Skills331

Teaching Conversation332

Teaching Pronunciation339

Focus on Form and Error Treatment344

The Role of Feedback345

When and How to Treat Errors346

Assessing Speaking in the Classroom350

Item Types and Tasks for Assessing Speaking351

Evaluating and Scoring Speaking Tasks352

Topics for Discussion,Action,and Research353

For Your Further Reading354

Chapter 20 Teaching Reading357

Research on Reading a Second Language357

Genres of Written Language362

Characteristics of Written Language363

Micro-and Macroskills for Reading Comprehension366

Strategies for Reading Comprehension366

Types of Classroom Reading Performance371

Principles for Teaching Reading Skills373

Two Reading Lessons376

Assessing Reading385

Topics for Discussion,Action,and Research386

For Your Further Reading387

Chapter 21 Teaching Writing390

Research on Second Language Writing390

Types of Written Language397

Characteristics of Written Language:A Writer's View397

Micro-and Macroskills for Writing399

Types of Classroom Writing Performance399

Principles for Teaching Writing Skills402

Assessing Writing412

Evaluation Checklists413

Writing Assessment Tasks414

Topics for Discussion,Action,and Research416

For Your Further Reading417

Chapter 22 Form-Focused Instruction419

The Place of Grammar420

To Teach or Not to Teach Grammar421

Issues About How to Teach Grammar423

Grammar Techniques426

Grammar Sequencing in Textbooks and Curricula431

Current Issues in Vocabulary Teaching435

Principles for Teaching Vocabulary436

Topics for Discussion,Action,and Research440

For Your Further Reading441

PART Ⅴ．ASSESSING LANGUAGE SKILLS443

Chapter 23 Language Assessment:Principles and Issues444

Testing,Assessing,and Teaching444

Principles of Language Assessment446

Practicality446

Reliability447

Validity448

Content Validity449

Face Validity449

Construct Validity449

Authenticity450

Washback451

Kinds of Tests453

Proficiency Tests453

Diagnostic Tests453

Placement Tests454

Achievement Tests454

Aptitude Tests454

Historical Developments in Language Assessment455

Current Issues in Language Assessment457

Large-Scale Language Proficiency Testing457

Authenticity459

Performance-Based Assessment460

Challenges from Innovative Theories of Intelligence461

Expanding"Alternatives"in the Classroom-Based Assessment461

Ethical Issues:Critical Language Assessment462

Topics for Discussion,Action,and Research464

For Your Further Reading465

Chapter 24 Classroom-Based Assessment466

Norm-Referenced and Criterion-Referenced Tests467

Some Practical Steps to Test Construction468

Turning Existing Tests into More Effective Procedures472

Alternatives in Assessment475

Portfolios475

Journals476

Conferences477

Observations477

Self-and Peer-Assessments479

Scrutinizing the Alternatives480

Maximizing Practicality and Reliability480

Performance-Based Assessment481

Topics for Discussion,Action,and Research483

For Your Further Reading484

PART Ⅵ．LIFELONG LEARNING485

Chapter 25 Teacher Development486

Peak Performers487

The"Good"Language Teacher489

Classroom Observation490

Classroom-Based"Action"Research498

Teacher Collaboration:Learning from Each Other502

Journals,Teaching Portfolios,Reading,and Writing506

Topics for Discussion,Action,and Research509

For Your Further Reading510

Chapter 26 Teachers for Social Responsibility512

Critical Pedagogy513

Teaching As A Subversive Activity513

Some Cautionary Observations514

Hot Topics in the Language Classroom515

Guidelines for Dealing With Controversial Issues in the Classroom515

Examples of Socially Responsible Teaching from Around the World516

Moral Dilemmas and Moral Imperatives518

Agents for Change520

Topics for Discussion,Action,and Research520

For Your Further Reading522

Bibliography525

Name Index554

Subject Index558