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| 005 | 20221101185459.0 | ||
| 008 | 000404s2000 enka b 001 0 eng d | ||
| 011 | _aBIB MATCHES WORLDCAT | ||
| 020 | _a0194421724 | ||
| 020 | _a9780194421720 | ||
| 035 | _a(ATU)b10168217 | ||
| 035 | _a(OCoLC)43821540 | ||
| 040 |
_aOCoLC _beng _erda _dFMlbTMQ _dATU |
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| 082 | 0 | _a428.007 | |
| 100 | 1 |
_aHedge, Tricia, _eauthor. _91039662 |
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| 245 | 1 | 0 |
_aTeaching and learning in the language classroom / _cTricia Hedge. |
| 264 | 1 |
_aOxford : _bOxford University Press, _c2000. |
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| 300 |
_axvi, 447 pages : _billustrations ; _c25 cm. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 490 | 1 | _aOxford handbooks for language teachers | |
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | 0 |
_tIntroduction -- _gPart One. _tA framework for teaching and learning -- _g1. _tLearners and learning, classrooms and contexts -- _g1.1. _tIntroduction: issues for the language teacher -- _g1.2. _tWhat do we know about how languages are learned? -- _g1.2.1. _tThe nature of input -- _g1.2.2. _tThe process of intake -- _g1.2.3. _tThe role of interaction in the classroom -- _g1.2.4. _tThe role of error -- _g1.3. _tHow do differences among learners affect learning processes and teaching procedures? -- _g1.3.1. _tAptitude -- _g1.3.2. _tLearning style and learning strategies -- _g1.3.3. _tAffective factors -- _g1.3.4. _tMotivation for learning English -- _g1.4. _tWhat factors of context should teachers take into account? -- _g1.5. _tWhat roles can teachers and learners play in the learning process? -- _g1.5.1. _tThe teacher's roles and responsibilities -- _g1.5.2. _tThe learner's roles and responsibilities -- _g1.6. _tWhat roles can learning materials play? -- _g1.7. _tConclusion -- _g2. _tThe communicative classroom -- _g2.1. _tIntroduction: the concept of communicative language ability -- _g2.2. _tWhat are the components of communicative language ability? -- _g2.2.1. _tLinguistic competence -- _g2.2.2. _tPragmatic competence -- _g2.2.3. _tDiscourse competence -- _g2.2.4. _tStrategic competence -- _g2.2.5. _tFluency -- _g2.3. _tWhat are the issues for the communicative curriculum? -- _g2.4. _tWhat are the implications for the communicative classroom? -- _g2.4.1. _tWhat are communicative tasks and what are their roles in teaching and learning? -- _g2.4.2. _tHow can we manage a communicative classroom? -- _g2.4.3. _tWhat does communicative language teaching imply for authenticity in the classroom? -- _g2.5. _tWhat are the issues in applying a communicative approach in context? -- _g2.6. _tConclusion -- _g3. _tLearner autonomy and learner training -- _g3.1. _tIntroduction: the self-directed learner -- _g3.2. _tWhat do we know about the strategies of the 'good language learner'? -- _g3.2.1. _tTypes of learner strategy -- _g3.2.2. _tResearch into learner strategies -- _g3.3. _tWhat insights can we gain from educational thinking on autonomous learning? -- _g3.4. _tWhat are the implications for learner training in the classroom? -- _g3.4.1. _tActivities which help learners to reflect on learning -- _g3.4.2. _tActivities which train strategies and equip learners to be active -- _g3.4.3. _tActivities which encourage learners to monitor and check their own progress -- _g3.5. _tWhat role can self-access facilities play in language learning? -- _g3.6. _tAre learner autonomy and learner training universally appropriate concepts? -- _g3.7. _tConclusion -- _gPart Two. _tTeaching the language system -- _g4. _tVocabulary -- _g4.1. _tIntroduction: the task of learning vocabulary -- _g4.2. _tWhat do we know about the lexical system of English? -- _g4.2.1. _tDenotative and connotative meaning -- _g4.2.2. _tMeaning relations among words -- _g4.3. _tHow do second language learners acquire vocabulary? -- _g4.3.1. _tStrategies for vocabulary learning -- _g4.3.2. _tFactors affecting vocabulary acquisition -- _g4.4. _tWhat are the implications for the teaching of vocabulary? -- _g4.4.1. _tDeveloping a variety of techniques for the teaching of meaning -- _g4.4.2. _tEncouraging the development of effective strategies -- _g4.4.3. _tExposing learners to vocabulary through reading and training lexical inferencing -- _g4.4.4. _tTeaching the effective use of dictionaries -- _g4.4.5. _tEvaluating the vocabulary component of coursebooks -- _g4.4.6. _tTeaching vocabulary explicitly through a range of activity types -- _g4.4.7. _tDeveloping resources for vocabulary teaching -- _g4.5. _tConclusion -- |
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_g5. _tGrammar -- _g5.1. _tIntroduction: the role of grammar in English language teaching -- _g5.2. _tWhat do we know about the learning of grammar? -- _g5.2.1. _tNoticing -- _g5.2.2. _tReasoning and hypothesizing -- _g5.2.3. _tStructuring and restructuring -- _g5.2.4. _tAutomatizing -- _g5.3. _tWhat information can help us in the selection and presentation of grammar? -- _g5.3.1. _tGrammar as meaning -- _g5.3.2. _tGrammar in discourse -- _g5.3.3. _tGrammar and style -- _g5.4. _tWhat principles can guide us in the teaching of grammar? -- _g5.4.1. _tPresenting grammar -- _g5.4.2. _tPractising grammar -- _g5.4.3. _tHow can we design the grammar component of a course? -- _g5.4.4. _tHow can we suit approach to learner needs? -- _g5.5. _tConclusion -- _gPart Three. _tDeveloping the language skills -- _g6. _tReading -- _g6.1. _tIntroduction: making sense of a text -- _g6.2. _tWhat do we know about the process of second language reading? -- _g6.2.1. _tIn what ways is reading an interactive process? -- _g6.2.2. _tIn what ways is reading a purposeful process? -- _g6.2.3. _tIn what ways is reading a critical process? -- _g6.2.4. _tWhat is the role of extensive reading? -- _g6.3. _tWhat are the implications for the teaching of reading? -- _g6.3.1. _tHow do we establish goals for the reading classroom? -- _g6.3.2. _tWhat criteria do we use to select reading texts? -- _g6.3.3. _tWhat kinds of tasks help to develop reading ability? -- _g6.3.4. _tCan we help students to read critically? -- _g6.3.5. _tHow can we encourage extensive reading? -- _g6.4. _tConclusion -- _g7. _tListening -- _g7.1. _tIntroduction: the role of listening in the ELT curriculum -- _g7.2. _tWhat do we know about the listening process? -- _g7.2.1. _tBottom-up processes in listening -- _g7.2.2. _tTop-down processes in listening -- _g7.2.3. _tPurposes for listening -- _g7.3. _tWhat 'uncertainties' exist for foreign language listeners? -- _g7.3.1. _tUncertainties of condence -- _g7.3.2. _tUncertainties deriving from the presentation of speech -- _g7.3.3. _tUncertainties because of gaps in the message -- _g7.3.4. _tUncertain strategies -- _g7.3.5. _tUncertainties of language -- _g7.3.6. _tUncertainties of content -- _g7.3.7. _tVisual uncertainties -- _g7.4. _tWhat are the implications for the English language classroom? -- _g7.4.1. _tCreating reasons for listening -- _g7.4.2. _tSelecting texts for listening -- _g7.4.3. _tDesigning listening activities for the classroom -- _g7.4.4. _tBuilding condence in listening to English -- _g7.5. _tConclusion -- _g8. _tSpeaking -- _g8.1. _tIntroduction: skills and strategies in speaking English -- _g8.2. _tWhat is involved in speaking English competently? -- _g8.2.1. _tDistinguishing types of speaking situation -- _g8.2.2. _tMaking oneself understood -- _g8.2.3. _tManaging interaction -- _g8.3. _tWhat are the issues in teaching the phonological aspects of English? -- _g8.3.1. _tChoosing a model for pronunciation teaching -- _g8.3.2. _tTaking a holistic or atomistic approach -- _g8.3.3. _tSelecting practice according to student need -- _g8.4. _tWhat are the implications for classroom practice in the teaching of spoken English? -- _g8.4.1. _tTalking with students about spoken English -- _g8.4.2. _tMaking accuracy-based practice meaningful -- _g8.4.3. _tDesigning and evaluating fluency-based activities -- _g8.4.4. _tProviding a range and balance of activities in a course -- _g8.4.5. _tTeaching the pronunciation component of a course -- _g8.4.6. _tTreating error in the classroom -- _g8.4.7. _tManaging classroom interaction -- _g8.5. _tConclusion -- _g9. _tWriting -- _g9.1. _tIntroduction: a contemporary writing classroom -- _g9.2. _tWhat do we know about the process of writing? -- _g9.2.1. _tWhat strategies do skilled writers use as they compose? -- _g9.2.2. _tWhat activities characterize the writing process? -- _g9.3. _tWhat are the implications of a process approach? -- _g9.3.1. _tHelping students to generate ideas -- _g9.3.2. _tProviding practice in planning -- _g9.3.3. _tContextualizing tasks to develop a sense of audience -- _g9.3.4. _tEncouraging students in revision strategies -- _g9.3.5. _tSupporting students with technology -- _g9.3.6. _tIssues in introducing a process approach -- _g9.4. _tHow can we analyse and describe the structure of written texts? -- _g9.5. _tWhat are the implications of a text-based approach to writing? -- _g9.5.1. _tHelping students to identify their writing needs -- _g9.5.2. _tBuilding awareness of discourse organization -- _g9.5.3. _tHelping students to develop crafting skills -- _g9.5.4. _tEnabling students to appreciate the criteria for an effective text -- _g9.6. _tConclusion -- _gPart Four. _tPlanning and assessing learning -- _g10. _tCourse design -- _g10.1. _tIntroduction: roles for the teacher in course design -- _g10.2. _tWhat are the steps in course design? -- _g10.2.1. _tConsidering the students in their context of learning -- _g10.2.2. _tEstablishing goals and objectives -- _g10.2.3. _tPlanning the syllabus -- _g10.2.4. _tDesigning a course unit -- _g10.2.5. _tWhat procedures can be helpful in evaluating courses? -- _g10.3. _tWhat choices do teachers need to make in course design? -- _g10.3.1. _tChoosing a textbook -- _g10.3.2. _tTaking a process approach -- _g10.3.3. _tUsing projects in ELT -- _g10.3.4. _tNegotiating with learners -- _g10.4. _tConclusion -- _g11. _tClassroom assessment by Pauline Rea-Dickins -- _g11.1. _tIntroduction: assessment and testing -- _g11.2. _tWhat is testing? -- _g11.2.1. _tThe structuralist influence -- _g11.2.2. _tThe communicative influence -- _g11.3. _tWhat is the role of classroom assessment? -- _g11.3.1. _tWhat purposes should classroom assessment have? -- _g11.3.2. _tWhat kind of feedback is useful? -- _g11.3.3. _tWhat assessment procedures are available? -- _g11.4. _tWhat characterizes good assessment practice? -- _g11.4.1. _tAre affective considerations relevant to assessment? -- _g11.4.2. _tHow can good assessment practice be framed? -- _g11.5. _tConclusion. |
| 588 | _aMachine converted from AACR2 source record. | ||
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_aEnglish language _xStudy and teaching _xForeign speakers. _9354176 |
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_aOxford handbooks for language teachers. _91033768 |
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