體驗(yàn)英語教學(xué)

前言

　　根據(jù)教育部“大學(xué)英語教學(xué)改革”的精神《大學(xué)英語課程要求》提出要培養(yǎng)“學(xué)生的英語綜合應(yīng)用能力，特別是聽說能力”，這其中包含了一些教學(xué)理念和教學(xué)模式的創(chuàng)新。要達(dá)到大學(xué)英語教學(xué)改革的預(yù)期效果，教師是十分關(guān)鍵的因素。大學(xué)英語教學(xué)改革的實(shí)踐者是在教學(xué)第一線的廣大英語教師，因此，針對(duì)目前我國大學(xué)英語教學(xué)師資短缺等問題，加強(qiáng)大學(xué)英語師資培訓(xùn)是擺在我們面前的一項(xiàng)刻不容緩的任務(wù)。為此，高等教育出版社引進(jìn)出版了《體驗(yàn)教育教學(xué)》?！　　扼w驗(yàn)英語教學(xué)》是由15位世界級(jí)的ESL／EFL專家合作編寫。其中部分專家致力于亞洲英語語言研究教學(xué)，積累了多年的豐富經(jīng)驗(yàn)。本書綜述了語言教學(xué)的關(guān)鍵，并著重闡述了實(shí)用的技巧和方法，從推薦技巧、推薦語言和鞏固學(xué)習(xí)過程三個(gè)方面進(jìn)行了實(shí)例分析，推薦操作性極強(qiáng)?！　〈藭泻写罅繉W(xué)生英語學(xué)習(xí)的實(shí)例，其中不免有學(xué)生所犯的各種錯(cuò)誤，如果您在閱讀此書的過程中發(fā)現(xiàn)了諸如語法、拼寫等錯(cuò)誤，這不是由編寫者和編輯的疏忽造成的，而是編寫者把這些錯(cuò)誤“原計(jì)原味”地呈現(xiàn)了出來?！　　扼w驗(yàn)英語教學(xué)》充分體現(xiàn)了體驗(yàn)式的教育理念，配合教育部“大學(xué)英語教學(xué)改革”推薦教材《大學(xué)體驗(yàn)英語》立體化系列教材及學(xué)習(xí)系統(tǒng)而出版，目的在于推薦新的教學(xué)理念，完成教學(xué)理念向教學(xué)實(shí)踐的轉(zhuǎn)化?！　〗谖疑鐚⒊霭嬉幌盗袨閹煼额悓W(xué)生、英語教師和英語研究者使用的英語語言教學(xué)叢書。我們由衷地希望這些教材的出版，對(duì)各高等院校的英語教學(xué)有所促進(jìn)和幫助。

內(nèi)容概要

　　《體驗(yàn)英語教學(xué)》專為將要從事英語教學(xué)的學(xué)習(xí)者編寫， 適合于英語專業(yè)的師生使用。 它綜合的闡述了語言教學(xué)的關(guān)鍵，并且著重闡述了實(shí)用的技巧和方法。 《體驗(yàn)英語教學(xué)》含蓋了三個(gè)部分，編著者從探索技巧、探索語言、鞏固學(xué)習(xí)過程三個(gè)方面闡述了《體驗(yàn)英語教學(xué)》的理論和方法。 《體驗(yàn)英語教學(xué)》聯(lián)合了十五位世界級(jí)的英語語言教學(xué)專家，正由于這是一本聯(lián)合編寫的合集，它不代表一人之觀點(diǎn)，而是聯(lián)合眾位專家之所長。而且，《體驗(yàn)英語教學(xué)》中提供了輔助的《體驗(yàn)英語教學(xué)》籍，文章，網(wǎng)站，幫助師生獲取最時(shí)新的信息。

書籍目錄

Section OneExploring skillsChapter 1 Methodology - David NunanChapter 2 Listening - Marc HelgesenChapter 3 Speaking - Kathleen M. BaileyChapter 4 Reading - Neil AndersonChapter 5 Writing - Maggie SokolikSection TwoExploring languageChapter 6 Pronunciation -John MurphyChapter 7 Vocabulary - I.S.R NationChapter 8 Grammar - David NunanChapter 9 Discourse - Michael McCarthy and Steve WalshSection ThreeSupporting the learning processChapter 10 Content-based instruction - Donna BrintonChapter 11 Coursebooks - Kathleen GravesChapter 12 Computer-assisted language learning - Ken BeattyChapter 13 Learning styles and strategies - Mary Ann ChristisonChapter 14 Learner autonomy in the classroom - Phil BensonChapter 15 Classroom-based assessment - Geoff BrindleyGlossaryIndexCredits

章節(jié)摘錄

　　Vision and purpose　　Practical English Language Teaching is designed for the practicing teacher who may or may not have had formal training in teaching English as a second or foreign language (ESL/EFL). Methodology texts currently available make too many assumptions about the background knowledge of their readership. The authors of the chapters in this book keep such assumptions to a minimum. This is not to say that the concepts underlying the chapters are dealt with in a trivial manner. Rather they are given an accessible treatment which is richly supported by teaching materials and ideas, and illustrative extracts from a wide range of classrooms.　　Practical English Language Teaching consists of three sections: Exploring skills, Exploring language, and Supporting the learning process. The first main section, Exploring skills, begins with an introductory chapter that defines and illustrates the concept of methodology. The next four chapters introduce the four key "macroskills" of listening, speaking, reading and writing. In the second section, Exploring language, we look at language from a somewhat different perspective. Here the chapters are organized in terms of the different systems that make up the language: the sound system, the vocabulary system, the grammatical system, and the discourse system which shows how language itself is organized and reflects the communicative purposes that bring it into existence in the first place. The final section, Supporting the learning process, looks at some of the ways in which the learning process can be supported - through teaching styles and strategies, effective use of commercial coursebooks, and by a variety of other means.　　Practical English Language Teaching brings together the work of 15 world-class specialists in ESL/EFL. The value of publishing an edited collection, rather that a single-authored volume, is that we have been able to draw on the knowledge and experience of the top specialists in our field.　　One of the problems with most edited collections is that they are uneven in terms of their treatment and approach, and in terms of the assumptions that they make about the reader. This collection has a degree of coherence unusual in edited collections. The coherence has been achieved through a clear chapter-by-chapter framework, and the use of detailed writing guidelines.　　The length of each chapter has been controlled for accessibility. Each chapter could have been a book in its own right. However, we wanted to present readers with the essentials in terms of conceptual background, theory, and research. These provide the basis for a series of key teaching principles which are illustrated with pedagogical materials and authentic classroom extracts.

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