現(xiàn)代外語(yǔ)教育學(xué)

前言

　　我國(guó)英語(yǔ)專業(yè)本科教學(xué)與學(xué)科建設(shè)，伴隨著我國(guó)改革開(kāi)放的步伐，得到了長(zhǎng)足的發(fā)展和提升?；仡欉@三十多年英語(yǔ)專業(yè)教學(xué)改革和發(fā)展的歷程，無(wú)論是英語(yǔ)專業(yè)教學(xué)大綱的制訂、頒布、實(shí)施和修訂，還是四、八級(jí)考試的開(kāi)發(fā)與推行，以及多項(xiàng)英語(yǔ)教學(xué)改革項(xiàng)目的開(kāi)拓，無(wú)不是圍繞英語(yǔ)專業(yè)的學(xué)科建設(shè)和人才培養(yǎng)而進(jìn)行的，正如《高等學(xué)校英語(yǔ)專業(yè)英語(yǔ)教學(xué)大綱》提出的英語(yǔ)專業(yè)的培養(yǎng)目標(biāo)，即培養(yǎng)“具有扎實(shí)的英語(yǔ)語(yǔ)言基礎(chǔ)和廣博的文化知識(shí)并能熟練地運(yùn)用英語(yǔ)在外事、教育、經(jīng)貿(mào)、文化、科技、軍事等部門從事翻譯、教學(xué)、管理、研究等工作的復(fù)合型英語(yǔ)人才?！睘榇龠M(jìn)英語(yǔ)專業(yè)本科建設(shè)的發(fā)展和教學(xué)質(zhì)量的提高，外語(yǔ)專業(yè)教學(xué)指導(dǎo)委員會(huì)還實(shí)施了“新世紀(jì)教育質(zhì)量改革工程”，包括推行“十五”、“十一五”國(guó)家級(jí)教材規(guī)劃和外語(yǔ)專業(yè)國(guó)家精品課程評(píng)審，從各個(gè)教學(xué)環(huán)節(jié)加強(qiáng)對(duì)外語(yǔ)教學(xué)質(zhì)量的宏觀監(jiān)控，從而確保為我國(guó)的經(jīng)濟(jì)建設(shè)輸送大量的優(yōu)秀人才?！　】缛胄率兰o(jì)，英語(yǔ)專業(yè)的建設(shè)面臨新的形勢(shì)和任務(wù)：經(jīng)濟(jì)全球化、科技一體化、文化多元化、信息網(wǎng)絡(luò)化的發(fā)展趨勢(shì)加快，世界各國(guó)之間的競(jìng)爭(zhēng)日趨激烈，這對(duì)我國(guó)英語(yǔ)專業(yè)本科教學(xué)理念和培養(yǎng)目標(biāo)提出了新的挑戰(zhàn)；大學(xué)英語(yǔ)教學(xué)改革如火如荼；數(shù)字化、網(wǎng)絡(luò)化等多媒體教學(xué)輔助手段在外語(yǔ)教學(xué)中廣泛應(yīng)用和不斷發(fā)展；英語(yǔ)專業(yè)本科教育的改革和學(xué)科建設(shè)也呈現(xiàn)出多樣化的趨勢(shì)，翻譯專業(yè)、商務(wù)英語(yǔ)專業(yè)相繼誕生—一這些變化和發(fā)展無(wú)疑對(duì)英語(yǔ)專業(yè)的學(xué)科定位、人才培養(yǎng)以及教材建設(shè)提出了新的、更高的要求?！　∩虾Ｍ庹Z(yǔ)教育出版社（簡(jiǎn)稱外教社）在新世紀(jì)之初約請(qǐng)了全國(guó)三十余所著名高校百余位英語(yǔ)教育專家，對(duì)面向新世紀(jì)的英語(yǔ)專業(yè)本科生教材建設(shè)進(jìn)行了深入、全面、廣泛和具有前瞻性的研討，成功地推出了理念新穎、特色明顯、體系完備的“新世紀(jì)高等院校英語(yǔ)專業(yè)本科生系列教材”，并被列入“十五”國(guó)家級(jí)規(guī)劃教材，以其前瞻性、先進(jìn)性和創(chuàng)新性等特點(diǎn)受到全國(guó)眾多使用院校的廣泛好評(píng)。

內(nèi)容概要

　　《現(xiàn)代外語(yǔ)教育學(xué)(第2版)》是新世紀(jì)高等院校英語(yǔ)專業(yè)本科生系列教材（修訂版）旨在打造完整的英語(yǔ)專業(yè)學(xué)科體系，全面促進(jìn)學(xué)生的語(yǔ)言技能、學(xué)科素養(yǎng)和創(chuàng)新能力的培養(yǎng)，必將為我國(guó)培養(yǎng)國(guó)際化、創(chuàng)新型、高素質(zhì)的英語(yǔ)專業(yè)人才奠定堅(jiān)實(shí)的基礎(chǔ)！權(quán)威性和先進(jìn)性的體現(xiàn)：按照《高等學(xué)校英語(yǔ)專業(yè)英語(yǔ)教學(xué)大綱》提出的培養(yǎng)目標(biāo)、課程設(shè)置、教學(xué)要求和教學(xué)原則精心設(shè)計(jì)，凝聚海內(nèi)外英語(yǔ)專業(yè)教育界專家學(xué)者的智慧，反映英語(yǔ)專業(yè)教育、科研的最新成果?！　∏罢靶院蛣?chuàng)新性的結(jié)晶：基于廣泛的市場(chǎng)調(diào)研、詳盡的需求分析和嚴(yán)謹(jǐn)?shù)目茖W(xué)判斷，梳理現(xiàn)有教程，優(yōu)化教材結(jié)構(gòu)，更新教學(xué)方法和手段，強(qiáng)化學(xué)生綜合能力的培養(yǎng)。　　專業(yè)素質(zhì)和人文素養(yǎng)的同步提升：專業(yè)技能、專業(yè)知識(shí)、相關(guān)專業(yè)知識(shí)的完美匹配，幫助學(xué)生打下扎實(shí)的語(yǔ)言基本功，增強(qiáng)其分析問(wèn)題、解決問(wèn)題的能力，提高專業(yè)素質(zhì)和人文素養(yǎng)，使學(xué)生真正成為國(guó)際化、創(chuàng)新型、高素質(zhì)的英語(yǔ)專業(yè)人才。

書(shū)籍目錄

CHAPTER 1 INTRODUCTION 11.1 Reasons for Studying Foreign Language Teaching Methodology 11.2 Understanding Foreign Language Teaching Methodology 21.3 Disciplines Contributing to Foreign Language Teaching (FLT) 51.4 Factors Influencing Foreign Language Teaching and Learning 61.5 Summary 91.6 Questions and Tasks 10CHAPTER 2 ASPECTS OF FOREIGN LANGUAGE TEACHING 122.1 Views of Language and Foreign Language Teaching 122.2 Foreign Language Teaching Syllabus 162.3 Principles of Foreign Language Teaching 222.4 Aims and Objectives of Foreign Language Teaching and Learning 242.5 Summary 282.6 Questions and Tasks 28CHAPTER 3 ASPECTS OF FOREIGN LANGUAGE LEARNING 303.1 Behaviorism versus Mentatism 303.2 The Monitor Model of Second Language Development 343.3 From Theory to Practice 373.4 Language Learning Strategies 383.5 Factors Contributing to Foreign Language Learning 433.6 Summary 483.7 Questions and Tasks 49CHAPTER 4 THE TEACHING AND LEARNING OF PRONUNCIATION 504.1 General Knowledge of the Sound System 504.2 Principles oF Teaching and Learning Pronunciation 554.3 Techniques for Teaching Pronunciation 564.4 Basic Issues in Pronunciation Teaching 624.5 Summary 644.6 Questions and Tasks 65CHAPTER 5 THE TEACHING AND LEARNING OF VOCABULARY 665.1 General Knowledge of Vocabulary 665.2 Principles of Teaching and Learning Vocabulary 725.3 Techniques for Teaching Vocabulary 745.4 Basic Issues in Teaching Vocabulary 805.5 Summary 815.6 Questions and Tasks 82CHAPTER 6 THE TEACHING AND LEARNING OF GRAMMAR 846.1 General Knowledge of Grammar 846.2 Approaches to the Teaching and Learning of Grammar 856.3 Principles of Teaching and Learning Grammar 906.4 Techniques for Teaching Grammar 916.5 Basic Issues in Teaching Grammar 986.6 Summary 986.7 Questions and Tasks 99CHAPTER 7 THE TEACHING AND LEARNING OF DISCOURSE 1017.1 General Knowledge of Discourse 1017.2 Approaches to the Development of Discourse Skills 1067.3 Principles of Teaching and Learning Discourse 1077.4 Techniques for Teaching Discourse 1077.5 Basic Issues in Teaching Discourse 1127.6 Summary 1137.7 Questions and Tasks 113CHAPTER 8 THE TEACHING AND LEARNING OF LISTENING 1168.1 The Nature of Listening Comprehension 1168.2 Native Speaker Listening and Listening to a Foreign Language 1218.3 Principles of Teaching and Learning Listening .1248.4 Techniques for Teaching Listening 1288.5 Points to Consider in Teaching Listening 1328.6 Summary 1338.7 Questions and Tasks 134CHAPTER 9 THE TEACHING AND LEARNING OF READING 1359.1 The Nature of Reading Comprehension 1359.2 Factors and Their Implications for Reading in an L2 1379.3 Principles of Teaching and Learning Reading 1409.4 Techniques for Teaching Reading 1469.5 Points to Consider in Teaching Reading 1509.6 Summary 1529.7 Questions and Tasks 153CHAPTER 10 THE TEACHING AND LEARNING OF SPEAKING 15510.1 The Nature of Oral Interaction 15510.2 Two Major Approaches to the Teaching of Speaking 15910.3 Principles of Teaching and Learning Speaking 16110.4 Techniques for Teaching Speaking 16310.5 Points to Consider in Teaching Speaking 17310.6 Summary 17410.7 Questions and Tasks 175CHAPTER 11 THE TEACHING AND LEARNING OF WRITING 17611.1 The Nature of Writing 17611.2 Approaches to the Teaching of Writing 17911.3 Principles oFTeaching and Learning Writing 18211.4 Techniques for Teaching Writing 18811.5 Points to Consider in Teaching Writing 9111.6 Summary 19411.7 Questions and Tasks 195CHAPTER 12 CLASSROOM COMMUNICATION AND MANAGEMENT 19612.1 Communication in the Classroom 19612.2 Dimensions of Classroom Management 19912.3 Effective Classroom Instruction 20512.4 Cooperative Learning 21012.5 Summary 21512.6 Questions and Tasks 215CHAPTER 3 USING TECHNOLOGY FOR LANGUAGE INSTRUCTION 21713.1 Defining Educational Technology 21713.2 Principles of Using Media in the Classroom 21813.3 An Overview of Classroom Media 21913.4 Traditional Ways of Using Technology for Language Instruction 22113.5 Using CALL to Enhance Language Learning 22613.6 Other Uses of Computers 22913.7 Summary 23413.8 Questions and Tasks 235CHAPTER 14 ASSESSING AND EVALUATING TEACHING AND LEARNING 23714.1 Basic Knowledge of Assessment 23714.2 Principles of Test Design 24614.3 Alternative Assessment 25214.4 Summary 25714.5 Questions and Tasks 257CHAPTER 15 ERROR ANALYSIS AND REMEDIAL WORK 25915.1 Purposes in Error Analysis 25915.2 Theories of Error Analysis 25915.3 Prerequisites for Error Analysis 26215.4 Procedures of Error Analysis 26415.5 Error Correction 26615.6 Summary 27215.7 Questions and Tasks 272CHAPTER 16 A SURVEY OF FLT APPROACHESCHAPTER 17 FOREIGN LANGUAGE TEACHING IN CHINACHAPTER 18 TEACHERSPROFESSIONAL DEVELOPMENTPOSTSCRIRTBIBLIOGRAPHY

章節(jié)摘錄

　　In the previous chapter, we looked at bottom-up and top-down approaches to thedevelopment of listening. Similar approaches have been employed in relation toreading. The bottom-up approach views reading as a process of decoding writtensymbols into their aural equivalents in a linear fashion. Thus one first discriminateseach letter as it is encountered, sounds these out, matching the written symbolswith their aural equivalents, blends these together to form words, and derivesmeaning. Arriving at the meaning of a word is therefore the final step in the process.The alternative, known as the top-down approach, teaches words by their overallshape or configuration. According to this view, one begins with a set of hypothesesor predictions about the meaning of a text one is about to read, and then selectivelysamples the text to determine whether or not ones predictions are correct. Readingis a process of reconstructing meaning rather than decoding form, and the readeronly resorts to decoding if other means fail.

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