Teaching and learning in the language classroom / Tricia Hedge.
Material type: TextSeries: Oxford handbooks for language teachersPublisher: Oxford : Oxford University Press, 2000Description: xvi, 447 pages : illustrations ; 25 cmContent type:- text
- unmediated
- volume
- 0194421724
- 9780194421720
- 428.007
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | City Campus City Campus Main Collection | 428.007 HED (Browse shelf(Opens below)) | 1 | Available | A288197B | ||
Book | City Campus City Campus Main Collection | 428.007 HED (Browse shelf(Opens below)) | 1 | Available | A288151B | ||
Book | City Campus City Campus Main Collection | 428.007 HED (Browse shelf(Opens below)) | 1 | Available | A218226B | ||
Book | City Campus City Campus Main Collection | 428.007 HED (Browse shelf(Opens below)) | 1 | Available | A285056B |
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Includes bibliographical references and index.
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 -- 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 -- 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 -- 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 --
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 -- 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 -- 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 -- 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 -- 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 -- 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 -- 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.
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