MARC details
| 000 -LEADER |
|---|
| fixed length control field |
11047cam a2200397 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20221101185459.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
000404s2000 enka b 001 0 eng d |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0194421724 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780194421720 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(ATU)b10168217 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)43821540 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
OCoLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Modifying agency |
FMlbTMQ |
| -- |
ATU |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428.007 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hedge, Tricia, |
| Relator term |
author. |
| 9 (RLIN) |
1039662 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Teaching and learning in the language classroom / |
| Statement of responsibility, etc. |
Tricia Hedge. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Oxford : |
| Name of producer, publisher, distributor, manufacturer |
Oxford University Press, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2000. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvi, 447 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
25 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 490 1# - SERIES STATEMENT |
|---|
| Series statement |
Oxford handbooks for language teachers |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Introduction -- |
| Miscellaneous information |
Part One. |
| Title |
A framework for teaching and learning -- |
| Miscellaneous information |
1. |
| Title |
Learners and learning, classrooms and contexts -- |
| Miscellaneous information |
1.1. |
| Title |
Introduction: issues for the language teacher -- |
| Miscellaneous information |
1.2. |
| Title |
What do we know about how languages are learned? -- |
| Miscellaneous information |
1.2.1. |
| Title |
The nature of input -- |
| Miscellaneous information |
1.2.2. |
| Title |
The process of intake -- |
| Miscellaneous information |
1.2.3. |
| Title |
The role of interaction in the classroom -- |
| Miscellaneous information |
1.2.4. |
| Title |
The role of error -- |
| Miscellaneous information |
1.3. |
| Title |
How do differences among learners affect learning processes and teaching procedures? -- |
| Miscellaneous information |
1.3.1. |
| Title |
Aptitude -- |
| Miscellaneous information |
1.3.2. |
| Title |
Learning style and learning strategies -- |
| Miscellaneous information |
1.3.3. |
| Title |
Affective factors -- |
| Miscellaneous information |
1.3.4. |
| Title |
Motivation for learning English -- |
| Miscellaneous information |
1.4. |
| Title |
What factors of context should teachers take into account? -- |
| Miscellaneous information |
1.5. |
| Title |
What roles can teachers and learners play in the learning process? -- |
| Miscellaneous information |
1.5.1. |
| Title |
The teacher's roles and responsibilities -- |
| Miscellaneous information |
1.5.2. |
| Title |
The learner's roles and responsibilities -- |
| Miscellaneous information |
1.6. |
| Title |
What roles can learning materials play? -- |
| Miscellaneous information |
1.7. |
| Title |
Conclusion -- |
| Miscellaneous information |
2. |
| Title |
The communicative classroom -- |
| Miscellaneous information |
2.1. |
| Title |
Introduction: the concept of communicative language ability -- |
| Miscellaneous information |
2.2. |
| Title |
What are the components of communicative language ability? -- |
| Miscellaneous information |
2.2.1. |
| Title |
Linguistic competence -- |
| Miscellaneous information |
2.2.2. |
| Title |
Pragmatic competence -- |
| Miscellaneous information |
2.2.3. |
| Title |
Discourse competence -- |
| Miscellaneous information |
2.2.4. |
| Title |
Strategic competence -- |
| Miscellaneous information |
2.2.5. |
| Title |
Fluency -- |
| Miscellaneous information |
2.3. |
| Title |
What are the issues for the communicative curriculum? -- |
| Miscellaneous information |
2.4. |
| Title |
What are the implications for the communicative classroom? -- |
| Miscellaneous information |
2.4.1. |
| Title |
What are communicative tasks and what are their roles in teaching and learning? -- |
| Miscellaneous information |
2.4.2. |
| Title |
How can we manage a communicative classroom? -- |
| Miscellaneous information |
2.4.3. |
| Title |
What does communicative language teaching imply for authenticity in the classroom? -- |
| Miscellaneous information |
2.5. |
| Title |
What are the issues in applying a communicative approach in context? -- |
| Miscellaneous information |
2.6. |
| Title |
Conclusion -- |
| Miscellaneous information |
3. |
| Title |
Learner autonomy and learner training -- |
| Miscellaneous information |
3.1. |
| Title |
Introduction: the self-directed learner -- |
| Miscellaneous information |
3.2. |
| Title |
What do we know about the strategies of the 'good language learner'? -- |
| Miscellaneous information |
3.2.1. |
| Title |
Types of learner strategy -- |
| Miscellaneous information |
3.2.2. |
| Title |
Research into learner strategies -- |
| Miscellaneous information |
3.3. |
| Title |
What insights can we gain from educational thinking on autonomous learning? -- |
| Miscellaneous information |
3.4. |
| Title |
What are the implications for learner training in the classroom? -- |
| Miscellaneous information |
3.4.1. |
| Title |
Activities which help learners to reflect on learning -- |
| Miscellaneous information |
3.4.2. |
| Title |
Activities which train strategies and equip learners to be active -- |
| Miscellaneous information |
3.4.3. |
| Title |
Activities which encourage learners to monitor and check their own progress -- |
| Miscellaneous information |
3.5. |
| Title |
What role can self-access facilities play in language learning? -- |
| Miscellaneous information |
3.6. |
| Title |
Are learner autonomy and learner training universally appropriate concepts? -- |
| Miscellaneous information |
3.7. |
| Title |
Conclusion -- |
| Miscellaneous information |
Part Two. |
| Title |
Teaching the language system -- |
| Miscellaneous information |
4. |
| Title |
Vocabulary -- |
| Miscellaneous information |
4.1. |
| Title |
Introduction: the task of learning vocabulary -- |
| Miscellaneous information |
4.2. |
| Title |
What do we know about the lexical system of English? -- |
| Miscellaneous information |
4.2.1. |
| Title |
Denotative and connotative meaning -- |
| Miscellaneous information |
4.2.2. |
| Title |
Meaning relations among words -- |
| Miscellaneous information |
4.3. |
| Title |
How do second language learners acquire vocabulary? -- |
| Miscellaneous information |
4.3.1. |
| Title |
Strategies for vocabulary learning -- |
| Miscellaneous information |
4.3.2. |
| Title |
Factors affecting vocabulary acquisition -- |
| Miscellaneous information |
4.4. |
| Title |
What are the implications for the teaching of vocabulary? -- |
| Miscellaneous information |
4.4.1. |
| Title |
Developing a variety of techniques for the teaching of meaning -- |
| Miscellaneous information |
4.4.2. |
| Title |
Encouraging the development of effective strategies -- |
| Miscellaneous information |
4.4.3. |
| Title |
Exposing learners to vocabulary through reading and training lexical inferencing -- |
| Miscellaneous information |
4.4.4. |
| Title |
Teaching the effective use of dictionaries -- |
| Miscellaneous information |
4.4.5. |
| Title |
Evaluating the vocabulary component of coursebooks -- |
| Miscellaneous information |
4.4.6. |
| Title |
Teaching vocabulary explicitly through a range of activity types -- |
| Miscellaneous information |
4.4.7. |
| Title |
Developing resources for vocabulary teaching -- |
| Miscellaneous information |
4.5. |
| Title |
Conclusion -- |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
5. |
| Title |
Grammar -- |
| Miscellaneous information |
5.1. |
| Title |
Introduction: the role of grammar in English language teaching -- |
| Miscellaneous information |
5.2. |
| Title |
What do we know about the learning of grammar? -- |
| Miscellaneous information |
5.2.1. |
| Title |
Noticing -- |
| Miscellaneous information |
5.2.2. |
| Title |
Reasoning and hypothesizing -- |
| Miscellaneous information |
5.2.3. |
| Title |
Structuring and restructuring -- |
| Miscellaneous information |
5.2.4. |
| Title |
Automatizing -- |
| Miscellaneous information |
5.3. |
| Title |
What information can help us in the selection and presentation of grammar? -- |
| Miscellaneous information |
5.3.1. |
| Title |
Grammar as meaning -- |
| Miscellaneous information |
5.3.2. |
| Title |
Grammar in discourse -- |
| Miscellaneous information |
5.3.3. |
| Title |
Grammar and style -- |
| Miscellaneous information |
5.4. |
| Title |
What principles can guide us in the teaching of grammar? -- |
| Miscellaneous information |
5.4.1. |
| Title |
Presenting grammar -- |
| Miscellaneous information |
5.4.2. |
| Title |
Practising grammar -- |
| Miscellaneous information |
5.4.3. |
| Title |
How can we design the grammar component of a course? -- |
| Miscellaneous information |
5.4.4. |
| Title |
How can we suit approach to learner needs? -- |
| Miscellaneous information |
5.5. |
| Title |
Conclusion -- |
| Miscellaneous information |
Part Three. |
| Title |
Developing the language skills -- |
| Miscellaneous information |
6. |
| Title |
Reading -- |
| Miscellaneous information |
6.1. |
| Title |
Introduction: making sense of a text -- |
| Miscellaneous information |
6.2. |
| Title |
What do we know about the process of second language reading? -- |
| Miscellaneous information |
6.2.1. |
| Title |
In what ways is reading an interactive process? -- |
| Miscellaneous information |
6.2.2. |
| Title |
In what ways is reading a purposeful process? -- |
| Miscellaneous information |
6.2.3. |
| Title |
In what ways is reading a critical process? -- |
| Miscellaneous information |
6.2.4. |
| Title |
What is the role of extensive reading? -- |
| Miscellaneous information |
6.3. |
| Title |
What are the implications for the teaching of reading? -- |
| Miscellaneous information |
6.3.1. |
| Title |
How do we establish goals for the reading classroom? -- |
| Miscellaneous information |
6.3.2. |
| Title |
What criteria do we use to select reading texts? -- |
| Miscellaneous information |
6.3.3. |
| Title |
What kinds of tasks help to develop reading ability? -- |
| Miscellaneous information |
6.3.4. |
| Title |
Can we help students to read critically? -- |
| Miscellaneous information |
6.3.5. |
| Title |
How can we encourage extensive reading? -- |
| Miscellaneous information |
6.4. |
| Title |
Conclusion -- |
| Miscellaneous information |
7. |
| Title |
Listening -- |
| Miscellaneous information |
7.1. |
| Title |
Introduction: the role of listening in the ELT curriculum -- |
| Miscellaneous information |
7.2. |
| Title |
What do we know about the listening process? -- |
| Miscellaneous information |
7.2.1. |
| Title |
Bottom-up processes in listening -- |
| Miscellaneous information |
7.2.2. |
| Title |
Top-down processes in listening -- |
| Miscellaneous information |
7.2.3. |
| Title |
Purposes for listening -- |
| Miscellaneous information |
7.3. |
| Title |
What 'uncertainties' exist for foreign language listeners? -- |
| Miscellaneous information |
7.3.1. |
| Title |
Uncertainties of condence -- |
| Miscellaneous information |
7.3.2. |
| Title |
Uncertainties deriving from the presentation of speech -- |
| Miscellaneous information |
7.3.3. |
| Title |
Uncertainties because of gaps in the message -- |
| Miscellaneous information |
7.3.4. |
| Title |
Uncertain strategies -- |
| Miscellaneous information |
7.3.5. |
| Title |
Uncertainties of language -- |
| Miscellaneous information |
7.3.6. |
| Title |
Uncertainties of content -- |
| Miscellaneous information |
7.3.7. |
| Title |
Visual uncertainties -- |
| Miscellaneous information |
7.4. |
| Title |
What are the implications for the English language classroom? -- |
| Miscellaneous information |
7.4.1. |
| Title |
Creating reasons for listening -- |
| Miscellaneous information |
7.4.2. |
| Title |
Selecting texts for listening -- |
| Miscellaneous information |
7.4.3. |
| Title |
Designing listening activities for the classroom -- |
| Miscellaneous information |
7.4.4. |
| Title |
Building condence in listening to English -- |
| Miscellaneous information |
7.5. |
| Title |
Conclusion -- |
| Miscellaneous information |
8. |
| Title |
Speaking -- |
| Miscellaneous information |
8.1. |
| Title |
Introduction: skills and strategies in speaking English -- |
| Miscellaneous information |
8.2. |
| Title |
What is involved in speaking English competently? -- |
| Miscellaneous information |
8.2.1. |
| Title |
Distinguishing types of speaking situation -- |
| Miscellaneous information |
8.2.2. |
| Title |
Making oneself understood -- |
| Miscellaneous information |
8.2.3. |
| Title |
Managing interaction -- |
| Miscellaneous information |
8.3. |
| Title |
What are the issues in teaching the phonological aspects of English? -- |
| Miscellaneous information |
8.3.1. |
| Title |
Choosing a model for pronunciation teaching -- |
| Miscellaneous information |
8.3.2. |
| Title |
Taking a holistic or atomistic approach -- |
| Miscellaneous information |
8.3.3. |
| Title |
Selecting practice according to student need -- |
| Miscellaneous information |
8.4. |
| Title |
What are the implications for classroom practice in the teaching of spoken English? -- |
| Miscellaneous information |
8.4.1. |
| Title |
Talking with students about spoken English -- |
| Miscellaneous information |
8.4.2. |
| Title |
Making accuracy-based practice meaningful -- |
| Miscellaneous information |
8.4.3. |
| Title |
Designing and evaluating fluency-based activities -- |
| Miscellaneous information |
8.4.4. |
| Title |
Providing a range and balance of activities in a course -- |
| Miscellaneous information |
8.4.5. |
| Title |
Teaching the pronunciation component of a course -- |
| Miscellaneous information |
8.4.6. |
| Title |
Treating error in the classroom -- |
| Miscellaneous information |
8.4.7. |
| Title |
Managing classroom interaction -- |
| Miscellaneous information |
8.5. |
| Title |
Conclusion -- |
| Miscellaneous information |
9. |
| Title |
Writing -- |
| Miscellaneous information |
9.1. |
| Title |
Introduction: a contemporary writing classroom -- |
| Miscellaneous information |
9.2. |
| Title |
What do we know about the process of writing? -- |
| Miscellaneous information |
9.2.1. |
| Title |
What strategies do skilled writers use as they compose? -- |
| Miscellaneous information |
9.2.2. |
| Title |
What activities characterize the writing process? -- |
| Miscellaneous information |
9.3. |
| Title |
What are the implications of a process approach? -- |
| Miscellaneous information |
9.3.1. |
| Title |
Helping students to generate ideas -- |
| Miscellaneous information |
9.3.2. |
| Title |
Providing practice in planning -- |
| Miscellaneous information |
9.3.3. |
| Title |
Contextualizing tasks to develop a sense of audience -- |
| Miscellaneous information |
9.3.4. |
| Title |
Encouraging students in revision strategies -- |
| Miscellaneous information |
9.3.5. |
| Title |
Supporting students with technology -- |
| Miscellaneous information |
9.3.6. |
| Title |
Issues in introducing a process approach -- |
| Miscellaneous information |
9.4. |
| Title |
How can we analyse and describe the structure of written texts? -- |
| Miscellaneous information |
9.5. |
| Title |
What are the implications of a text-based approach to writing? -- |
| Miscellaneous information |
9.5.1. |
| Title |
Helping students to identify their writing needs -- |
| Miscellaneous information |
9.5.2. |
| Title |
Building awareness of discourse organization -- |
| Miscellaneous information |
9.5.3. |
| Title |
Helping students to develop crafting skills -- |
| Miscellaneous information |
9.5.4. |
| Title |
Enabling students to appreciate the criteria for an effective text -- |
| Miscellaneous information |
9.6. |
| Title |
Conclusion -- |
| Miscellaneous information |
Part Four. |
| Title |
Planning and assessing learning -- |
| Miscellaneous information |
10. |
| Title |
Course design -- |
| Miscellaneous information |
10.1. |
| Title |
Introduction: roles for the teacher in course design -- |
| Miscellaneous information |
10.2. |
| Title |
What are the steps in course design? -- |
| Miscellaneous information |
10.2.1. |
| Title |
Considering the students in their context of learning -- |
| Miscellaneous information |
10.2.2. |
| Title |
Establishing goals and objectives -- |
| Miscellaneous information |
10.2.3. |
| Title |
Planning the syllabus -- |
| Miscellaneous information |
10.2.4. |
| Title |
Designing a course unit -- |
| Miscellaneous information |
10.2.5. |
| Title |
What procedures can be helpful in evaluating courses? -- |
| Miscellaneous information |
10.3. |
| Title |
What choices do teachers need to make in course design? -- |
| Miscellaneous information |
10.3.1. |
| Title |
Choosing a textbook -- |
| Miscellaneous information |
10.3.2. |
| Title |
Taking a process approach -- |
| Miscellaneous information |
10.3.3. |
| Title |
Using projects in ELT -- |
| Miscellaneous information |
10.3.4. |
| Title |
Negotiating with learners -- |
| Miscellaneous information |
10.4. |
| Title |
Conclusion -- |
| Miscellaneous information |
11. |
| Title |
Classroom assessment by Pauline Rea-Dickins -- |
| Miscellaneous information |
11.1. |
| Title |
Introduction: assessment and testing -- |
| Miscellaneous information |
11.2. |
| Title |
What is testing? -- |
| Miscellaneous information |
11.2.1. |
| Title |
The structuralist influence -- |
| Miscellaneous information |
11.2.2. |
| Title |
The communicative influence -- |
| Miscellaneous information |
11.3. |
| Title |
What is the role of classroom assessment? -- |
| Miscellaneous information |
11.3.1. |
| Title |
What purposes should classroom assessment have? -- |
| Miscellaneous information |
11.3.2. |
| Title |
What kind of feedback is useful? -- |
| Miscellaneous information |
11.3.3. |
| Title |
What assessment procedures are available? -- |
| Miscellaneous information |
11.4. |
| Title |
What characterizes good assessment practice? -- |
| Miscellaneous information |
11.4.1. |
| Title |
Are affective considerations relevant to assessment? -- |
| Miscellaneous information |
11.4.2. |
| Title |
How can good assessment practice be framed? -- |
| Miscellaneous information |
11.5. |
| Title |
Conclusion. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 9 (RLIN) |
354176 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Oxford handbooks for language teachers. |
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1033768 |
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