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Produktbild: Hedge, T: Teaching and Learning in the Language Classroom

Hedge, T: Teaching and Learning in the Language Classroom A guide to current ideas about the theory and practice of English language teaching

Fr. 65.90

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

ISBN

978-0-19-442172-0

Erscheinungsdatum

13.01.2000

Bundesländer

Baden-Württemberg + weitere

Unterrichtsfächer

Englisch

Einband

Taschenbuch

Verlag

Oxford University Press

Seitenzahl

464

Maße (L/B/H)

24.8/16.4/2.7 cm

Gewicht

686 g

Sprache

Englisch

Beschreibung

Produktdetails

ISBN

978-0-19-442172-0

Erscheinungsdatum

13.01.2000

Bundesländer

  • Baden-Württemberg
  • Bayern
  • Berlin
  • Brandenburg
  • Bremen
  • Hamburg
  • Hessen
  • Mecklenburg-Vorpommern
  • Niedersachsen
  • Nordrhein-Westfalen
  • Rheinland-Pfalz
  • Saarland
  • Sachsen
  • Sachsen-Anhalt
  • Schleswig-Holstein
  • Thüringen

Unterrichtsfächer

Englisch

Einband

Taschenbuch

Verlag

Oxford University Press

Seitenzahl

464

Maße (L/B/H)

24.8/16.4/2.7 cm

Gewicht

686 g

Sprache

Englisch

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Oxford University Press ELT
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  • Produktbild: Hedge, T: Teaching and Learning in the Language Classroom

    • Acknowledgements

    • Introduction

    • PART ONE: A framework for teaching and learning

    • 1: Learners and learning, classrooms and contexts

    • 1.1 Introduction: issues for the language teacher

    • 1.2 What do we know about how languages are learned?

    • 1.2.1 The nature of input

    • 1.2.2 The process of intake

    • 1.2.3 The role of interaction in the classroom

    • 1.2.4 The role of error

    • 1.3 How do differences among learners affect learning processes and teaching procedures?

    • 1.3.1 Aptitude

    • 1.3.2 Learning style and learning strategies

    • 1.3.3 Affective factors

    • 1.3.4 Motivation for learning English

    • 1.4 What factors of context should teachers take into account?

    • 1.5 What roles can teachers and learners play in the learning process?

    • 1.5.1 The teacher's roles and responsibilities

    • 1.5.2 The learner's roles and responsibilities

    • 1.6 What roles can learning materials play?

    • 1.7 Conclusion

    • Discussion topics and projects

    • Further reading

    • 2: The communicative classroom

    • 2.1 Introduction: the concept of communicative language ability

    • 2.2 What are the components of communicative language ability?

    • 2.2.1 Linguistic competence

    • 2.2.2 Pragmatic competence

    • 2.2.3 Discourse competence

    • 2.2.4 Strategic competence

    • 2.2.5 Fluency

    • 2.3 What are the issues for the communicative curriculum?

    • 2.4 What are the implications for the communicative classroom?

    • 2.4.1 What are communicative tasks and what are their roles in teaching and learning?

    • 2.4.2 How can we manage a communicative classroom?

    • 2.4.3 What does communicative language teaching imply for authenticity in the classroom?

    • 2.5 What are the issues in applying a communicative approach in context?

    • 2.6 Conclusion

    • Discussion topics and projects

    • Further reading

    • 3: Learner autonomy and learner training

    • 3.1 Introduction: the self-directed learner

    • 3.2 What do we know about the strategies of the 'good language learner'?

    • 3.2.1 Types of learner strategy

    • 3.2.2 Research into learner strategies

    • 3.3 What insights can we gain from educational thinking on autonomous learning?

    • 3.4 What are the implications for learner training in the classroom?

    • 3.4.1 Activities which help learners to reflect on learning

    • 3.4.2 Activities which train strategies and equip learners to be active

    • 3.4.3 Activities which encourage learners to monitor and check their own progress

    • 3.5 What role can self-access facilities play in language learning?

    • 3.6 Are learner autonomy and learner training universally appropriate concepts?

    • 3.7 Conclusion

    • Discussion topics and projects

    • Further reading

    • PART TWO: Teaching the language system

    • 4: Vocabulary

    • 4.1 Introduction: the task of learning vocabulary

    • 4.2 What do we know about the lexical system of English?

    • 4.2.1 Denotative and connotative meaning

    • 4.2.2 Meaning relations among words

    • 4.3 How do second language learners acquire vocabulary?

    • 4.3.1 Strategies for vocabulary learning

    • 4.3.2 Factors affecting vocabulary acquisition

    • 4.4 What are the implications for the teaching of vocabulary?

    • 4.4.1 Developing a variety of techniques for the teaching of meaning

    • 4.4.2 Encouraging the development of effective strategies

    • 4.4.3 Exposing learners to vocabulary through reading and training lexical inferencing

    • 4.4.4 Teaching the effective use of dictionaries

    • 4.4.5 Evaluating the vocabulary component of coursebooks

    • 4.4.6 Teaching vocabulary explicitly through a range of activity types

    • 4.4.7 Developing resources for vocabulary teaching

    • 4.5 Conclusion

    • Discussion topics and projects

    • Further reading

    • 5: Grammar

    • 5.1 Introduction: the role of grammar in English language teaching

    • 5.2 What do we know about the learning of grammar?

    • 5.2.1 Noticing

    • 5.2.2 Reasoning and hypothesizing

    • 5.2.3 Structuring and restructuring

    • 5.2.4 Automatizing

    • 5.3 What information can help us in the selection and presentation of grammar?

    • 5.3.1 Grammar as meaning

    • 5.3.2 Grammar in discourse

    • 5.3.3 Grammar and style

    • 5.4 What principles can guide us in the teaching of grammar?

    • 5.4.1 Presenting grammar

    • 5.4.2 Practising grammar

    • 5.4.3 How can we design the grammar component of a course?

    • 5.4.4 How can we suit approach to learner needs?

    • 5.5 Conclusion

    • Discussion topics and projects

    • Further reading

    • PART THREE: Developing the language skills

    • 6: Reading

    • 6.1 Introduction: making sense of a text

    • 6.2 What do we know about the process of second language reading?

    • 6.2.1 In what ways is reading an interactive process?

    • 6.2.2 In what ways is reading a purposeful process?

    • 6.2.3 In what ways is reading a critical process?

    • 6.2.4 What is the role of extensive reading?

    • 6.3 What are the implications for the teaching of reading?

    • 6.3.1 How do we establish goals for the reading classroom?

    • 6.3.2 What criteria do we use to select reading texts?

    • 6.3.3 What kinds of tasks help to develop reading ability?

    • 6.3.4 Can we help students to read critically?

    • 6.3.5 How can we encourage extensive reading?

    • 6.4 Conclusion

    • Discussion topics and projects

    • Further reading

    • 7: Listening

    • 7.1 Introduction: the role of listening in the ELT curriculum

    • 7.2 What do we know about the listening process?

    • 7.2.1 Bottom-up processes in listening

    • 7.2.2 Top-down processes in listening

    • 7.2.3 Purposes for listening

    • 7.3 What 'uncertainties' exist for foreign language listeners?

    • 7.3.1 Uncertainties of condence

    • 7.3.2 Uncertainties deriving from the presentation of speech

    • 7.3.3 Uncertainties because of gaps in the message

    • 7.3.4 Uncertain strategies

    • 7.3.5 Uncertainties of language

    • 7.3.6 Uncertainties of content

    • 7.3.7 Visual uncertainties

    • 7.4 What are the implications for the English language classroom?

    • 7.4.1 Creating reasons for listening

    • 7.4.2 Selecting texts for listening

    • 7.4.3 Designing listening activities for the classroom

    • 7.4.4 Building condence in listening to English

    • 7.5 Conclusion

    • Discussion topics and projects

    • Further reading

    • 8: Speaking

    • 8.1 Introduction: skills and strategies in speaking English

    • 8.2 What is involved in speaking English competently?

    • 8.2.1 Distinguishing types of speaking situation

    • 8.2.2 Making oneself understood

    • 8.2.3 Managing interaction

    • 8.3 What are the issues in teaching the phonological aspects of English?

    • 8.3.1 Choosing a model for pronunciation teaching

    • 8.3.2 Taking a holistic or atomistic approach

    • 8.3.3 Selecting practice according to student need

    • 8.4 What are the implications for classroom practice in the teaching of spoken English?

    • 8.4.1 Talking with students about spoken English

    • 8.4.2 Making accuracy-based practice meaningful

    • 8.4.3 Designing and evaluating fluency-based activities

    • 8.4.4 Providing a range and balance of activities in a course

    • 8.4.5 Teaching the pronunciation component of a course

    • 8.4.6 Treating error in the classroom

    • 8.4.7 Managing classroom interaction

    • 8.5 Conclusion

    • Discussion topics and projects

    • Further reading

    • 9: Writing

    • 9.1 Introduction: a contemporary writing classroom

    • 9.2 What do we know about the process of writing?

    • 9.2.1 What strategies do skilled writers use as they compose?

    • 9.2.2 What activities characterize the writing process?

    • 9.3 What are the implications of a process approach?

    • 9.3.1 Helping students to generate ideas

    • 9.3.2 Providing practice in planning

    • 9.3.3 Contextualizing tasks to develop a sense of audience

    • 9.3.4 Encouraging students in revision strategies

    • 9.3.5 Supporting students with technology

    • 9.3.6 Issues in introducing a process approach

    • 9.4 How can we analyse and describe the structure of written texts?

    • 9.5 What are the implications of a text-based approach to writing?

    • 9.5.1 Helping students to identify their writing needs

    • 9.5.2 Building awareness of discourse organization

    • 9.5.3 Helping students to develop crafting skills

    • 9.5.4 Enabling students to appreciate the criteria for an effective text

    • 9.6 Conclusion

    • Discussion topics and projects

    • Further reading

    • PART FOUR: Planning and assessing learning

    • 10: Course design

    • 10.1 Introduction: roles for the teacher in course design

    • 10.2 What are the steps in course design?

    • 10.2.1 Considering the students in their context of learning

    • 10.2.2 Establishing goals and objectives

    • 10.2.3 Planning the syllabus

    • 10.2.4 Designing a course unit

    • 10.2.5 What procedures can be helpful in evaluating courses?

    • 10.3 What choices do teachers need to make in course design?

    • 10.3.1 Choosing a textbook

    • 10.3.2 Taking a process approach

    • 10.3.3 Using projects in ELT

    • 10.3.4 Negotiating with learners

    • 10.4 Conclusion

    • Discussion topics and projects

    • Further reading

    • 11: Classroom assessment by Pauline Rea-Dickins

    • 11.1 Introduction: assessment and testing

    • 11.2 What is testing?

    • 11.2.1 The structuralist influence

    • 11.2.2 The communicative influence

    • 11.3 What is the role of classroom assessment?

    • 11.3.1 What purposes should classroom assessment have?

    • 11.3.2 What kind of feedback is useful?

    • 11.3.3 What assessment procedures are available?

    • 11.4 What characterizes good assessment practice?

    • 11.4.1 Are affective considerations relevant to assessment?

    • 11.4.2 How can good assessment practice be framed?

    • 11.5 Conclusion

    • Discussion topics and projects

    • Further reading

    • Appendix: Notes on Introductory tasks

    • Glossary

    • Bibliography

    • Index