基本説明
Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.
Full Description
Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - teachers will be able to design and present a balanced program for their students.Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles,a large number of useful teaching techniques, andguidelines for testing and monitoring.All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.
Contents
@contentsChapter 1 Parts and goals of a listening and speaking courseThe four strandsA commonsense justification of the four strandsLearning through listening and readingLearning through speaking and writingLanguage-focused learningBecoming fluent in listening, speaking, reading and writingBalancing the four strandsIntegrating the four strandsPrinciples and the four strandsLearning goalsChapter 2 Beginning to listen and speak in another languageWhat should they learn?How should the teaching and learning be done?Practising sentence patternsGuiding listening and speakingTechniques for early meaning-focused speakingPlanning a listening and speaking programme for beginnersChapter 3 ListeningListening and language learningAdvanced listening: NotetakingHow to take notesLearning how to take notesMonitoring notetakingMonitoring meaning focused listeningChapter 4 Learning through interaction and negotiationEncouraging negotiationUsing written input to encourage negotiationUsing information distribution to encourage negotiationFactors affecting the amount and type of negotiationUsing learner training to encourage negotiationMonitoring negotiationLearning through non-negotiated interactionUnderstanding language teaching tasks: RankingWhat is a ranking task?Method stepsWhat can you use ranking tasks for?How can you make and prepare for ranking tasks?What material can you base ranking tasks on?Monitoring a ranking taskMonitoring learners beginning to speakChapter 5 Learning through pushed outputPushed outputPushing outputFormal speakingThe nature of formal speakingTeaching formal speakingA process approach to formal speakingGuidelines for presenting a formal talkChapter 6 PronunciationThe place of form focused pronunciation instructionFactors affecting the learning of another sound systemProcedures and techniquesFitting pronunciation into a courseMonitoring pronunciationChapter 7 Deliberate teachingThe value and limits of language-focused learningDeliberate vocabulary learningThe requirements of language-focused vocabulary instructionTechniques and proceduresDeliberate grammar learningThe causes of errorThe effect of correctionCorrection proceduresFitting language-focused learning into a courseChapter 8 Dictation and related activitiesDictationPre-dictation exercisesVariations of dictationRelated techniquesMonitoring dictationDicto-compRelated techniquesChapter 9 Developing fluencyThe nature of fluencyFluency and accuracyDeveloping fluencyDesigning fluency activitiesFitting fluency into a courseDeveloping fluency in listening and speakingTechniques for developing fluency in listeningTechniques for developing fluency in speakingMonitoring fluency tasksChapter 10 TestingMonitoring progressTesting listening and speakingListening testsSpeaking testsAppendix 1 The survival syllabusAppendix 2 The most useful words for beginning graded readingAppendix 3 Topic typesAppendix 4 Topics for listening and speaking
