Teaching and learning in the language classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Oxford University Press
2000
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Oxford handbooks for language teachers
|
| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | xvi, 447 Seiten Illustrationen |
| ISBN: | 0194421724 9780194421720 |
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| 245 | 1 | 0 | |a Teaching and learning in the language classroom |c Tricia Hedge |
| 264 | 1 | |a Oxford |b Oxford University Press |c 2000 | |
| 300 | |a xvi, 447 Seiten |b Illustrationen | ||
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| 500 | |a Hier auch später erschienene, unveränderte Nachdrucke | ||
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| 650 | 7 | |a Englischunterricht |2 swd | |
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Datensatz im Suchindex
| _version_ | 1822391999078072320 |
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| adam_text |
pliis
séries
is designed to provide a source of reference for both!
»language teachers and teacher trainers. Each title Is intended
toi
srve both
asa
basis
f
or courses and seminars, and as a longer-j
|term reference text for the working teacher's bookshelf.]
peaching and Learning in the Language Classroom
^Teaching and Learning in the Language Classroom
isa
somce-
|of
information,ideas,
and insights into teaching. It involves
í
teachers in their own professional development by encourag¬
ing them to reflect on their practice, and aims to developj
insights into issues; problems, and possibilities in
ELT
¡methodology. It is
abo
useful as a general reference for the
classroom teacher and can be used as a source book or as a:
class text by teacher educators working on in-service courses]
and seminars;!.
ШШтша
. .
,
.
,
.
,
. .
^
The book is divided into four parts:'A framework for teaching
fand
learning', Teaching the language system', 'Developing
language skillsVand 'Planning for learning'. All of the chapters
í
|have an initial task which raises issues which lie at the heart
of current concern. The text then explores and synthesizes
Щ
insights from research studies, experience and reflection,
-
¡land action research by teachers in their own classrooms.
»Implications for professional practice are then taken up with
і
reference to the design of methodology and materials. Each
chapter is illustrated with examples from course materials!
fand
includes follow-up activities and recommended reading.!
¡TSiciA HBDOB
is a Senior lecturer in the Centre for
Secondi
and Foreign language Pedagogy, School of Education,
^University of Notttngham,UK.|
-
'Its breadth is as impressive as its sheer common sensed
CONTENTS
Acknowledgements
xiii
Introduction
1
PART ONE:
Λ
framework for teaching and learning
5
1
Learners and learning, classrooms and contexts
7
1.1
Introduction: issues tor the language teacher
9
1.2
What do we know about how languages arc learned?
10
1.2.1
The nature of input
10
1.2.2
The process of intake
12
1.2.3 1
he role of interaction in the classroom
13
1.2.4
The role of error IS
1.3
How do differences among learners affect learning processes
and teaching procedures?
16
1.3.1
Aptitude
17
1.3.2
l-carning style and learning strategics
18
1.3.3
Affective factors
20
1.3.4
Motivation for learning Hnglish
22
1.4
What factors of context should teachers take into account?
24
1.5
What roles can teachers and learners play in the learning
process?
26
1.5.1
The teacher's roles and responsibilities
26
1.5.2
The learner's roles and responsibilities
34
1.6
What roles can learning materials play?
36
1.7
Conclusion
39
Discussion topics and projects
39
Further reading
41
2
The communicative classroom
43
2.1
Introduction: the concept of communicative language anility
44
2.2
What arc the components of communicative language ability?
46
2.2.1
Linguistic competence
46
2.2.2
Pragmatic competence
48
2.2.3
Discourse competence
50
2.2.4
Strategic competence
52
2.2.5
Fluency
54
viii Contents
2.3
What are the issues for the communicative curriculum?
55
2.4
What are the implications for the communicative classroom?
57
2.4.1
What are communicative tasks and what are their roles
in teaching and learning?
57
2.4.2
How can we manage a communicative classroom?
62
2.4.3
What does communicative language teaching imply for
authenticity in the classroom?
67
2.5
What are the issues in applying a communicative approach in
context?
69
2.6
Conclusion
71
Discussion topics and projects
72
Further reading
74
3
Learner autonomy and learner training
75
3.1
Introduction: the self-directed learner
76
3.2
What do we know about the strategies of the 'good language
learner'?
77
3.2.1
Types of learner strategy
77
3.2.2
Research into learner strategies
79
3.3
What insights can we gain from educational thinking on
autonomous learning?
82
3.4
What are the implications for learner training in the classroom?
85
3.4.1
Activities which help learners to reflect on learning
86
3.4.2
Activities which train strategies and equip learners to be
active
90
3.4.3 '
Activities which encourage learners to monitor and
•
check their own progress
94
3.5
What role can self-access facilities play in language learning?
96
3.6
Are learner autonomy and learner training universally
appropriate concepts?
99
■ 3.7
Conclusion
101
Discussion topics and projects
102
Further reading
105
PART TWO: Teaching the language system
107
4
Vocabulary'
- 109
'4.1
Introduction: the task of learning vocabulary
110
4.2
What do we know about the lexical system of English?
112
4.2.1
Denotative and
connotative
meaning
112
4.2.2
Meaning relations among words
113
4.3
How do second language learners acquire vocabulary?
116
Contents ix
4.3.1
Strategies for vocabulary learning
117
4.3.2
Factors affecting vocabulary acquisition
118
4.4
What are the implications for the teaching of vocabulary?
125
4.4.1
Developing a variety of techniques for the teaching
of meaning
126
4.4.2
Encouraging the development of effective strategies
126
4.4.3
Exposing learners to vocabulary through reading and
training lexical inferencing
128
4.4.4
Teaching the effective use of dictionaries
130
4.4.5
Evaluating the vocabulary component of coursebooks
132
4.4.6
Teaching vocabulary explicitly through a range of
activity types
133
4.4.7
Developing resources for vocabulary teaching
135
4.5
Conclusion
138
Discussion topics and projects
139
Further reading
140
5
Grammar
143
5.1
Introduction: the role of grammar in English language teaching
143
5.2
What do we know about the learning of grammar?
146
5.2.1
Noticing
146
5.2.2
Reasoning and hypothesizing
146
5.2.3
Structuring and restructuring
148
5.2.4
Automatizing
149
5.3
What information can help us in the selection and
presentation of grammar?
152
5.3.1
Grammar as meaning
153
5.3.2
Grammar in discourse
154
5.3.3
Grammar and style
157
5.4
What principles can guide us in the teaching of grammar?
158
5.4.1
Presenting grammar
159
5.4.2
Practising grammar
164
5.4.3
How can we design the grammar component of a course?
170
5.4.4
How can we suit approach to learner needs?
173
5.5
Conclusion
179
Discussion topics and projects
179
Further reading
183
PART THREE: Developing the language skills
185
6
Reading
187
6.1
Introduction: making sense of a text
188
6.2
What do we know about the process of second language reading?
190
Contents
6.2.1 In
what ways is reading an
interactive
process?
190
6.2.2
In what ways is reading a purposeful process?
194
6.2.3
In what ways is reading a critical process?
197
6.2.4
What is the role of extensive reading?
200
6.3
What are the implications for the teaching of reading?
205
6.3.1
How do we establish goals for the reading classroom?
205
6.3.2
What criteria do we use to select reading texts?
205
6.3.3
What kinds of tasks help to develop reading ability?
209
6.3.4
Can we help students to read critically?
213
6.3.5
How can we encourage extensive reading?
215
6.4
Conclusion
221
Discussion topics and projects
221
Further reading
224
7
Listening
227
7.1
Introduction: the role of listening in the
ELT
curriculum
227
7.2
What do we know about the listening process?
230
7.2.1
Bottom-up processes in listening
230
: 7.2.2
Top-down processes in listening
232
7.2.3
Purposes for listening
235
7.3
What 'uncertainties' exist for foreign language listeners?
236
7.3.1
Uncertainties of confidence
237
7.3.2
Uncertainties deriving from the presentation of speech
238
7.3.3
Uncertainties because of gaps in the message
238
7.3.4
Uncertain strategies
239
7.3.5
Uncertainties of language
239
7.3.6
Uncertainties of content
241
7.3.7
Visual uncertainties
242
7.4
What are the implications for the English language classroom?
243
7.4.1
Creating reasons for listening
243
7.4.2
Selecting texts for listening
244
7.4.3
Designing listening activities for the classroom
247
7.4.4 ;
Building confidence in listening to English
253
7.5
Conclusion
255
4
Discussion topics and projects
255
; Further reading
257
à
8
Speaking
259
, 8.1
Introduction: skills and strategies in speaking English
261
8.2
What is involved in speaking English competently?
263
8.2.1
Distinguishing types of speaking situation
263
(,;■;! 8.2.2
Making oneself understood
265
,,, ,.,8.2.3
Managing interaction
267
Contents xi
8.3
What are the issues in teaching the phonological aspects
ofEnglish?
268
8.3.1
Choosing a model for pronunciation teaching
268
8.3.2
Taking a holistic or atomistic approach
269
8.3.3
Selecting practice according to student need
270
8.4
What are the implications for classroom practice in the
teaching of spoken English?
271
8.4.1
Talking with students about spoken English
271
8.4.2
Making accuracy-based practice meaningful
273
8.4.3
Designing and evaluating fluency-based activities
276
8.4.4
Providing a range and balance of activities in a course
283
8.4.5
Teaching the pronunciation component of a course
285
8.4.6
Treating error in the classroom
288
8.4.7
Managing classroom interaction
292
8.5
Conclusion
294
Discussion topics and projects
295
Further reading
297
9
Writing
299
9.1
Introduction: a contemporary writing classroom
300
9.2
What do we know about the process of writing?
302
9.2.1
What strategies do skilled writers use as they compose?
303
9.2.2
What activities characterize the writing process?
305
9.3
What are the implications of a process approach?
307
9.3.1
Helping students to generate ideas
308
9.3.2
Providing practice in planning
308
9.3.3
Contextualizing tasks to develop asenseofaudience
311
9.3.4
Encouraging students in revision strategies
313
9.3.5
Supporting students with technology
316
9.3.6
Issues in introducing a process approach
317
9.4
How can we analyse and describe the structure of written texts?
319
9.5
What are the implications of a text-based approach to writing?
321
9.5.1
Helping students to identify their writing needs
321
9.5.2
Building awareness of discourse organization
321
9.5.3
Helping students to develop crafting skills
326
9.5.4
Enabling students to appreciate the criteria for an
effective text
326
9.6
Conclusion
329
Discussion topics and projects
330
Further reading
332
xii Contents
PART FOUR: Planning and assessing learning
335
10
Course design
337
10.1
Introduction: roles for the teacher in course design
338
' 10.2
What are the steps in course design?
339
10.2.1
Considering the students in their context of learning
343
10.2.2
Establishing goals and objectives
344
10.2.3
Planning the syllabus
345
10.2.4
Designing a course unit
347
10.2.5
What procedures can be helpful in evaluating
courses?
351
10.3
What choices do teachers need to make in course design?
357
10.3.1
Choosing a textbook
357
10.3.2
Taking a process approach
358
< · 10.3.3
Using projects in
ELT 362
10.3.4
Negotiating with learners
364
10.4
Conclusion
366
Discussion topics and projects
367
Further reading
372
11
Classroom assessment by Pauline Rea-Dickins
375
11.1
Introduction: assessment and testing
376
11.2
What is testing?
378
11.2.1
The structuralist influence
378
11.2.2
The communicative influence
379
11.3
What is the role of classroom assessment?
384
11.3.1
What purposes should classroom assessment have?
384
11.3.2
What kind of feedback is useful?
385
11.3.3
What assessment procedures are available?
386
11.4
What characterizes good assessment practice?
393
■ ■ ; ■ 11.4.1
Are affective considerations relevant to assessment?
393
: 11.4.2
How can good assessment practice be framed?
394
11.5
Conclusion
396
Discussion topics and projects
397
Further reading
400
Appendix: Notes on Introductory tasks
403
Glossary
407
Bibliography
413
Index
438 |
| any_adam_object | 1 |
| author | Hedge, Tricia |
| author_facet | Hedge, Tricia |
| author_role | aut |
| author_sort | Hedge, Tricia |
| author_variant | t h th |
| building | Verbundindex |
| bvnumber | BV013409795 |
| callnumber-first | P - Language and Literature |
| callnumber-label | PE1128 |
| callnumber-raw | PE1128.A2 |
| callnumber-search | PE1128.A2 |
| callnumber-sort | PE 41128 A2 |
| callnumber-subject | PE - English Languages |
| classification_rvk | HD 150 |
| ctrlnum | (OCoLC)43821540 (DE-599)BVBBV013409795 |
| dewey-full | 428.007 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 428 - Standard English usage |
| dewey-raw | 428.007 |
| dewey-search | 428.007 |
| dewey-sort | 3428.007 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| edition | 1. publ. |
| format | Book |
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| id | DE-604.BV013409795 |
| illustrated | Illustrated |
| indexdate | 2025-01-27T09:00:43Z |
| institution | BVB |
| isbn | 0194421724 9780194421720 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-009150735 |
| oclc_num | 43821540 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-20 DE-703 |
| owner_facet | DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-20 DE-703 |
| physical | xvi, 447 Seiten Illustrationen |
| publishDate | 2000 |
| publishDateSearch | 2000 |
| publishDateSort | 2000 |
| publisher | Oxford University Press |
| record_format | marc |
| series2 | Oxford handbooks for language teachers |
| spelling | Hedge, Tricia Verfasser aut Teaching and learning in the language classroom Tricia Hedge Oxford Oxford University Press 2000 xvi, 447 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Oxford handbooks for language teachers Hier auch später erschienene, unveränderte Nachdrucke Anglais (Langue) - Étude et enseignement - Allophones Englischunterricht swd İngiliz dili - Çalışma ve öğretim - Yabancılar Englisch English language Study and teaching Foreign speakers Englischunterricht (DE-588)4014801-4 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Sprachunterricht (DE-588)4056505-1 gnd rswk-swf Sprachunterricht (DE-588)4056505-1 s DE-604 Englischunterricht (DE-588)4014801-4 s Fremdsprachenunterricht (DE-588)4018428-6 s 1\p DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009150735&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009150735&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hedge, Tricia Teaching and learning in the language classroom Anglais (Langue) - Étude et enseignement - Allophones Englischunterricht swd İngiliz dili - Çalışma ve öğretim - Yabancılar Englisch English language Study and teaching Foreign speakers Englischunterricht (DE-588)4014801-4 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Sprachunterricht (DE-588)4056505-1 gnd |
| subject_GND | (DE-588)4014801-4 (DE-588)4018428-6 (DE-588)4056505-1 |
| title | Teaching and learning in the language classroom |
| title_auth | Teaching and learning in the language classroom |
| title_exact_search | Teaching and learning in the language classroom |
| title_full | Teaching and learning in the language classroom Tricia Hedge |
| title_fullStr | Teaching and learning in the language classroom Tricia Hedge |
| title_full_unstemmed | Teaching and learning in the language classroom Tricia Hedge |
| title_short | Teaching and learning in the language classroom |
| title_sort | teaching and learning in the language classroom |
| topic | Anglais (Langue) - Étude et enseignement - Allophones Englischunterricht swd İngiliz dili - Çalışma ve öğretim - Yabancılar Englisch English language Study and teaching Foreign speakers Englischunterricht (DE-588)4014801-4 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Sprachunterricht (DE-588)4056505-1 gnd |
| topic_facet | Anglais (Langue) - Étude et enseignement - Allophones Englischunterricht İngiliz dili - Çalışma ve öğretim - Yabancılar Englisch English language Study and teaching Foreign speakers Fremdsprachenunterricht Sprachunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009150735&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009150735&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT hedgetricia teachingandlearninginthelanguageclassroom |