叢書總序(王守仁)i

中文導讀(王立非)v

preface xxi

text credits xxv

part i. foundations for classroom practice

chapter igetting started

a classroom observation,

analyzing the lesson,

topics for discussion, action, and research,

for your further reading,

chapter 2a "methodical" history of language teaching

approach, method, and technique,

changing winds and shifting sands,

the grammar translation method,

gouin and the series method,

the direct method,

the audiolingual method,

cognitive code learning,

designer" methods of the spirited 1970s,

community language learning,

suggestopedia,

the silent way,

total physical response,

the natural approach,

functional syllabuses,

topics for discussion, action, and research,

for your further reading,

chapter 3the postmethod era: toward informed approaches

intrinsic motivation in education,

intrinsic motivation in the second language classroom,

topics for discussion, action, and research,

for your further reading,

part ii. contexts of learning and teaching

chapter 6teaching across age levels

teaching children,

intellectual development,

attention span,

sensory input,

affective factors,

authentic, meaningful language,

teaching adults,

teaching teens,

topics for discussion, action, and research,

for your further reading,

chapter 7teaching across proficiency levels

defining proficiency levels,

teaching beginning levels,

teaching intermediate levels,

teaching advanced levels,

topics for discussion, action, and research,

for your further reading,

chapter 8sociocultural, political, and institutional contexts

cultural contexts,

second and foreign language contexts,

english as an international language,

normative english-speaking teachers,

language policy issues,

institutional contexts,

elementary and secondary schools,

post-secondary and adult education,

institutions of higher education,

topics for discussion, action, and research,

for your further reading,

part iii. designing and impi.ementing classroom lessons

chapter 9curriculum design

curriculum development: an overview,

situation analysis,

needs analysis,

problematizing,

specifying goals,

conceptualizing a course syllabus,

selecting textbooks, materials, and resources,

assessment,

program evaluation,

topics for discussion, action, and research,

for your further reading,

chapter 10lesson planning

format of a lesson plan,

guidelines for lesson planning,

sample lesson plan,

topics for discussion, action, and research,

for your further reading,

chapter 11techniques and materials

techniques redefined,

categorizing techniques: a bit of history,

a taxonomy of techniques,

textbooks,

textbook adaptation,

textbook evaluation,

other texts and visual aids,

topics for discussion, action, and research,

for your further reading,

chapter 12technology in the classroom

non-computer-based technology,

computer assisted language learning (call),

call, cmc,tmll, or what?,

principles and benefits of call,

uses of call in the language classroom,

topics for discussion, action, and research,

some useful web resources,

for your further reading,

chapter 13initiating interaction in the classroom

what is interaction?,

interactive principles,

roles of the interactive teacher,

foreign language interaction analysis,

questioning strategies for interactive learning,

topics for discussion, action, and research,

for your further reading,

chapter 14sustaining interaction through group work

advantages of group work,

excuses for avoiding group work,

implementing group work in your classroom,

evaluating classroom language,

selecting appropriate group techniques,

planning group work,

monitoring the task,

debriefing,

topics for discussion, action, and research,

for your further reading,

chapter 15classroom management

the physical environment of the classroom,

your voice and body language,

unplanned teaching: midstream lesson changes,

teaching under adverse circumstances,

teachers' roles and styles,

creating a positive classroom climate,

topics for discussion, action, and research,

for your further reading,

chapter 16strategies-based instruction

strategic investment,

good language learners,

styles of successful language learning,

awareness and action,

developing student self-awareness of styles,

how to teach strategies in the classroom,

packaged" models of sbi,

topics for discussion, action, and research,

for your further reading,

part iv. teaching language skills

chapter 17integrating the "four skills"

why integrated skills?,

models of skills integration,

content-based instruction,

task-based language teaching,

theme-based instruction,

experiential learning,

the episode hypothesis,

an integrated lesson,

topics for discussion, research, and action,

for your further reading,

chapter 18teaching listening

listening comprehension in pedagogical research,

an interactive model of listening comprehension,

types of spoken language,

what makes listening difficult?,

microskills and macroskills of listening,

types of classroom listening performance,

principles for teaching listening skills,

listening techniques from beginning to advanced,

assessing listening in the classroom,

understanding the terms "assessment" and "test,"

assessing types of listening and micro- and macroskills,

topics for discussion, research, and action,

for your further reading,

chapter 19teaching speaking

oral communication skills in pedagogical research,

types of spoken language,

what makes speaking difficult?,

micro- and macroskills of oral communication,

types of classroom speaking performance,

principles for teaching speaking skills,

teaching conversation,

teaching pronunciation,

focus on form and error treatment,

the role of feedback,

when and how to treat errors,

assessing speaking in the classroom,

item types and tasks for assessing speaking,

evaluating and scoring speaking tasks,

topics for discussion, action, and research,

for your further reading,

chapter 20teaching reading

research on reading a second language,

genres of written language,

characteristics of written language,

micro- and macroskills for reading comprehension,

strategies for reading comprehension,

types of classroom reading performance,

principles for teaching reading skills,

two reading lessons,

assessing reading,

topics for discussion, action, and research,

for your further reading,

chapter 21teaching writing

research on second language writing,

types of written language,

characteristics of written language: a writer's view,

micro- and macroskills for writing,

types of classroom writing performance,

principles for teaching writing skills,

assessing writing,

evaluation checklists,

writing assessment tasks,

topics for discussion, action, and research,

for your further reading,

chapter 22form-focused instruction

the place of grammar,

to teach or not toteach grammar,

issues about how to teach grammar,

grammar techniques,

grammar sequencing in textbooks and curricula,

current issues in vocabulary teaching,

principles for teaching vocabulary,

topics for discussion, action, and research,

for your further reading,

part v. assessing language skills

chapter 23language assessment: principles and issues

testing, assessing, and teaching,

principles of language assessment,

practicality,

reliability,

validity,

content validity,

face validity,

construct validity,

authenticity,

washback,

kinds of tests,

proficiency tests,

diagnostic tests,

placement tests,

achievement tests,

aptitude tests,

historical developments in language assessment,

current issues in language assessment,

large-scale language proficiency testing,

authenticity,

performance-based assessment,

challenges from innovative theories of intelligence,

expanding "alternatives" in the classroom-based assessment,

ethical issues: critical language assessment,

topics for discussion, action, and research,

for your further reading,

chapter 24classroom-based assessment

norm-referenced and criterion-referenced tests,

some practical steps to test construction,

turning existing tests into more effective procedures,

alternatives in assessment,

portfolios,

journals,

conferences,

observations,

serf- and peer-assessments,

scrutinizing the alternatives,

maximizing practicality and reliability,

performance-based assessment,

topics for discussion, action, and research,

for your further reading,

part vi. i.ifelong i.f. arning

chapter 25teacher development

peak performers,

the "good" language teacher,

classroom observation,

classroom-based "action" research,

teacher collaboration: learning from each other,

journals,teaching portfolios, reading, and writing,

topics for discussion, action, and research,

for your further reading,

chapter 26teachers for social responsibility

critical pedagogy,

teaching as a subversive activity,

some cautionary observations,

hot topics in the language classroom,

guidelines for dealing with controversial issues in the
classroom,

examples of socially responsible teaching from around the
world,

moral dilemmas and moral imperatives,

agents for change,

topics for discussion, action, and research,

for your further reading,

bibliography,

name index,

subject index,