TY  - BOOK
AU  - Hedge,Tricia
TI  - Teaching and learning in the language classroom
T2  - Oxford handbooks for language teachers
SN  - 0194421724
U1  - 428.007 
PY  - 2000///
CY  - Oxford
PB  - Oxford University Press
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
N1  - 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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