Teaching and Learning in the Language Classroom

, by Hedge, Tricia

Write a Review

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9780194421720 | 0194421724
Cover: Paperback
Copyright: 3/2/2000

Rent

(Recommended)

$30.46

Term

Due

Price

Semester

Dec 11

$30.46

Quarter

Nov 2

$28.93

Short Term

Oct 3

$27.41

*This item is part of an exclusive publisher rental program and requires an additional convenience fee. This fee will be reflected in the shopping bag.
Buy Used

Usually Ships in 3-5 Business Days

$35.13
Buy New

Usually Ships in 3-5 Business Days

$48.74

Summary

Author Biography

Supplemental Materials

This comprehensive handbook helps teachers develop insights into issues, problems, and possibilities in English teaching methodology.

Acknowledgements	p. xiii
Introduction	p. 1
A framework for teaching and learning	p. 5
Learners and learning, classrooms and contexts	p. 7
Introduction: issues for the language teacher	p. 9
What do we know about how languages are learned?	p. 10
The nature of input	p. 10
The process of intake	p. 12
The role of interaction in the classroom	p. 13
The role of error	p. 15
How do differences among learners affect learning processes and teaching procedures?	p. 16
Aptitude	p. 17
Learning style and learning strategies	p. 18
Affective factors	p. 20
Motivation for learning English	p. 22
What factors of context should teachers take into account?	p. 24
What roles can teachers and learners play in the learning process?	p. 26
The teacher's roles and responsibilities	p. 26
The learner's roles and responsibilities	p. 34
What roles can learning materials play?	p. 36
Conclusion	p. 39
Discussion topics and projects	p. 39
Further reading	p. 41
The communicative classroom	p. 43
Introduction: the concept of communicative language ability	p. 44
What are the components of communicative language ability?	p. 46
Linguistic competence	p. 46
Pragmatic competence	p. 48
Discourse competence	p. 50
Strategic competence	p. 52
Fluency	p. 54
What are the issues for the communicative curriculum?	p. 55
What are the implications for the communicative classroom?	p. 57
What are communicative tasks and what are their roles in teaching and learning?	p. 57
How can we manage a communicative classroom?	p. 62
What does communicative language teaching imply for authenticity in the classroom?	p. 67
What are the issues in applying a communicative approach in context?	p. 69
Conclusion	p. 71
Discussion topics and projects	p. 72
Further reading	p. 74
Learner autonomy and learner training	p. 75
Introduction: the self-directed learner	p. 76
What do we know about the strategies of the 'good language learner'?	p. 77
Types of learner strategy	p. 77
Research into learner strategies	p. 79
What insights can we gain from educational thinking on autonomous learning?	p. 82
What are the implications for learner training in the classroom?	p. 85
Activities which help learners to reflect on learning	p. 86
Activities which train strategies and equip learners to be active	p. 90
Activities which encourage learners to monitor and check their own progress	p. 94
What role can self-access facilities play in language learning?	p. 96
Are learner autonomy and learner training universally appropriate concepts?	p. 99
Conclusion	p. 101
Discussion topics and projects	p. 102
Further reading	p. 105
Teaching the language system	p. 107
Vocabulary	p. 109
Introduction: the task of learning vocabulary	p. 110
What do we know about the lexical system of English?	p. 112
Denotative and connotative meaning	p. 112
Meaning relations among words	p. 113
How do second language learners acquire vocabulary?	p. 116
Strategies for vocabulary learning	p. 117
Factors affecting vocabulary acquisition	p. 118
What are the implications for the teaching of vocabulary?	p. 125
Developing a variety of techniques for the teaching of meaning	p. 126
Encouraging the development of effective strategies	p. 126
Exposing learners to vocabulary through reading and training lexical inferencing	p. 128
Teaching the effective use of dictionaries	p. 130
Evaluating the vocabulary component of coursebooks	p. 132
Teaching vocabulary explicitly through a range of activity types	p. 133
Developing resources for vocabulary teaching	p. 135
Conclusion	p. 138
Discussion topics and projects	p. 139
Further reading	p. 140
Grammar	p. 143
Introduction: the role of grammar in English language teaching	p. 143
What do we know about the learning of grammar?	p. 146
Noticing	p. 146
Reasoning and hypothesizing	p. 146
Structuring and restructuring	p. 148
Automatizing	p. 149
What information can help us in the selection and presentation of grammar?	p. 152
Grammar as meaning	p. 153
Grammar in discourse	p. 154
Grammar and style	p. 157
What principles can guide us in the teaching of grammar?	p. 158
Presenting grammar	p. 159
Practising grammar	p. 164
How can we design the grammar component of a course?	p. 170
How can we suit approach to learner needs?	p. 173
Conclusion	p. 179
Discussion topics and projects	p. 179
Further reading	p. 183
Developing the language skills	p. 185
Reading	p. 187
Introduction: making sense of a text	p. 188
What do we know about the process of second language reading?	p. 190
In what ways is reading an interactive process?	p. 190
In what ways is reading a purposeful process?	p. 194
In what ways is reading a critical process?	p. 197
What is the role of extensive reading?	p. 200
What are the implications for the teaching of reading?	p. 205
How do we establish goals for the reading classroom?	p. 205
What criteria do we use to select reading texts?	p. 205
What kinds of tasks help to develop reading ability?	p. 209
Can we help students to read critically?	p. 213
How can we encourage extensive reading?	p. 215
Conclusion	p. 221
Discussion topics and projects	p. 221
Further reading	p. 224
Listening	p. 227
Introduction: the role of listening in the ELT curriculum	p. 227
What do we know about the listening process?	p. 230
Bottom-up processes in listening	p. 230
Top-down processes in listening	p. 232
Purposes for listening	p. 235
What 'uncertainties' exist for foreign language listeners?	p. 236
Uncertainties of confidence	p. 237
Uncertainties deriving from the presentation of speech	p. 238
Uncertainties because of gaps in the message	p. 238
Uncertain strategies	p. 239
Uncertainties of language	p. 239
Uncertainties of content	p. 241
Visual uncertainties	p. 242
What are the implications for the English language classroom?	p. 243
Creating reasons for listening	p. 243
Selecting texts for listening	p. 244
Designing listening activities for the classroom	p. 247
Building confidence in listening to English	p. 253
Conclusion	p. 255
Discussion topics and projects	p. 255
Further reading	p. 257
Speaking	p. 259
Introduction: skills and strategies in speaking English	p. 261
What is involved in speaking English competently?	p. 263
Distinguishing types of speaking situation	p. 263
Making oneself understood	p. 265
Managing interaction	p. 267
What are the issues in teaching the phonological aspects of English?	p. 268
Choosing a model for pronunciation teaching	p. 268
Taking a holistic or atomistic approach	p. 269
Selecting practice according to student need	p. 270
What are the implications for classroom practice in the teaching of spoken English?	p. 271
Talking with students about spoken English	p. 271
Making accuracy-based practice meaningful	p. 273
Designing and evaluating fluency-based activities	p. 276
Providing a range and balance of activities in a course	p. 283
Teaching the pronunciation component of a course	p. 285
Treating error in the classroom	p. 288
Managing classroom interaction	p. 292
Conclusion	p. 294
Discussion topics and projects	p. 295
Further reading	p. 297
Writing	p. 299
Introduction: a contemporary writing classroom	p. 300
What do we know about the process of writing?	p. 302
What strategies do skilled writers use as they compose?	p. 303
What activities characterize the writing process?	p. 305
What are the implications of a process approach?	p. 307
Helping students to generate ideas	p. 308
Providing practice in planning	p. 308
Contextualizing tasks to develop a sense of audience	p. 311
Encouraging students in revision strategies	p. 313
Supporting students with technology	p. 316
Issues in introducing a process approach	p. 317
How can we analyse and describe the structure of written texts?	p. 319
What are the implications of a text-based approach to writing?	p. 321
Helping students to identify their writing needs	p. 321
Building awareness of discourse organization	p. 321
Helping students to develop crafting skills	p. 326
Enabling students to appreciate the criteria for an effective text	p. 326
Conclusion	p. 329
Discussion topics and projects	p. 330
Further reading	p. 332
Planning and assessing learning	p. 335
Course design	p. 337
Introduction: roles for the teacher in course design	p. 338
What are the steps in course design?	p. 339
Considering the students in their context of learning	p. 343
Establishing goals and objectives	p. 344
Planning the syllabus	p. 345
Designing a course unit	p. 347
What procedures can be helpful in evaluating courses?	p. 351
What choices do teachers need to make in course design?	p. 357
Choosing a textbook	p. 357
Taking a process approach	p. 358
Using projects in ELT	p. 362
Negotiating with learners	p. 364
Conclusion	p. 366
Discussion topics and projects	p. 367
Further reading	p. 372
Classroom assessment	p. 375
Introduction: assessment and testing	p. 376
What is testing?	p. 378
The structuralist influence	p. 378
The communicative influence	p. 379
What is the role of classroom assessment?	p. 384
What purposes should classroom assessment have?	p. 384
What kind of feedback is useful?	p. 385
What assessment procedures are available?	p. 386
What characterizes good assessment practice?	p. 393
Are affective considerations relevant to assessment?	p. 393
How can good assessment practice be framed?	p. 394
Conclusion	p. 396
Discussion topics and projects	p. 397
Further reading	p. 400
Notes on Introductory tasks	p. 403
Glossary	p. 407
Bibliography	p. 413
Index	p. 438
Table of Contents provided by Ingram. All Rights Reserved.

FREE SHIPPING

Rent More, Save More! Use code: BBRENTAL

5% off 1 book, 7% off 2 books, 10% off 3+ books

Teaching and Learning in the Language Classroom

Summary

Author Biography

Table of Contents

Supplemental Materials