外語(yǔ)教學(xué)名篇選讀（上）

前言

　　很早以前，在開設(shè)外語(yǔ)教學(xué)法課程的過(guò)程中，我們就產(chǎn)生了選編一本介紹外語(yǔ)教學(xué)理論和動(dòng)態(tài)走向的讀本的想法。我們選取了國(guó)外外語(yǔ)教學(xué)研究領(lǐng)域的領(lǐng)軍人物近20年來(lái)發(fā)表的關(guān)于教學(xué)研究的必讀文章，以及一些學(xué)者撰寫的具有學(xué)科指導(dǎo)意義的精品文章，力圖幫助廣大外語(yǔ)教學(xué)領(lǐng)域的研究者從宏觀上把握該領(lǐng)域的研究狀況，從而獲得研究的一手資料?！　∥覀冞x編的文章既包括2000年以后發(fā)表的介紹外語(yǔ)教學(xué)研究領(lǐng)域最新進(jìn)展和發(fā)展方向的文章，也包括20世紀(jì)80、90年代發(fā)表的介紹本學(xué)科基礎(chǔ)內(nèi)容的必讀文章，以幫助研究者了解外語(yǔ)教學(xué)領(lǐng)域研究的不同層面。選編的內(nèi)容主要包括這幾個(gè)方面：外語(yǔ)教學(xué)基本理論、教學(xué)法、教學(xué)內(nèi)容設(shè)計(jì)、教材編寫、測(cè)試、師資培訓(xùn)、學(xué)習(xí)者策略、多媒體教學(xué)和語(yǔ)料庫(kù)研究。　　外語(yǔ)教學(xué)是研究教授和學(xué)習(xí)外語(yǔ)規(guī)律的科學(xué)。它是語(yǔ)言學(xué)研究的具體體現(xiàn)，語(yǔ)言學(xué)研究的諸多理論成果要放到外語(yǔ)教學(xué)實(shí)踐中去檢驗(yàn)。因此，如同語(yǔ)言學(xué)的發(fā)展一樣，外語(yǔ)教學(xué)首先是對(duì)語(yǔ)言進(jìn)行靜態(tài)的教學(xué)，然后才逐漸向動(dòng)態(tài)教學(xué)過(guò)渡。影響外語(yǔ)教學(xué)呈動(dòng)態(tài)發(fā)展的原因主要有兩個(gè)：其一，語(yǔ)言學(xué)理論的發(fā)展；其二，時(shí)代要求。一直以來(lái)，我們呼喚具有中國(guó)特色的外語(yǔ)教學(xué)理論，最主要的原因之一是目前中國(guó)的外語(yǔ)教學(xué)還存在不少問(wèn)題。我們需要有中國(guó)特色的外語(yǔ)教學(xué)理論，并不是說(shuō)我們不需要學(xué)習(xí)和研究國(guó)外的外語(yǔ)教學(xué)理論；恰恰相反，具有中國(guó)特色的外語(yǔ)教學(xué)理論需要對(duì)國(guó)外相關(guān)理論，尤其是第二語(yǔ)言習(xí)得理論，進(jìn)行認(rèn)真學(xué)習(xí)、梳理和消化才會(huì)有堅(jiān)實(shí)的基礎(chǔ)。其實(shí)，在過(guò)去的幾十年里，我國(guó)的外語(yǔ)教學(xué)理論研究主要是對(duì)國(guó)外外語(yǔ)教學(xué)理論的引進(jìn)、消化和應(yīng)用。

內(nèi)容概要

《外語(yǔ)教學(xué)名篇選讀(上、下)》選編了國(guó)外外語(yǔ)教學(xué)研究領(lǐng)域領(lǐng)軍人物近20年來(lái)發(fā)表的關(guān)于教學(xué)研究的必讀文章，以及一些知名學(xué)者撰寫的具有學(xué)科指導(dǎo)意義的精品文章。全書共14章，內(nèi)容涉及外語(yǔ)教學(xué)基本理論、教學(xué)法、教學(xué)內(nèi)容設(shè)計(jì)、教材編寫、測(cè)試、師資培訓(xùn)、學(xué)習(xí)者策略、多媒體教學(xué)和語(yǔ)料庫(kù)研究等方面，并配有簡(jiǎn)明扼要的中文導(dǎo)讀，為我國(guó)外語(yǔ)教學(xué)領(lǐng)域的廣大教師、學(xué)生和研究者系統(tǒng)呈現(xiàn)了外語(yǔ)教學(xué)領(lǐng)域的各個(gè)層面，有很高的學(xué)術(shù)價(jià)值。

書籍目錄

CHAPTER 1  Fundamental Concepts of Foreign Language Teaching  Three Misconceptions about Age and L2 Learning  Towards Intercultural Communicative Competence in ELT  Feedback on Second Language Students' WritingCHAPTER 2  Teaching Methodology and Approaches  There Is No Best Method --Why?  TESOL Methods: Changing Tracks, Challenging Trends  Exploring Input Processing in the Classroom: An Experimental Comparison of Processing Instruction and Enriched InputCHAPTER 3  Foreign Language Teaching Research Methods  Action Research: An Evolving Paradigm?  Exploratory Practice: Rethinking Practitioner Research in Language Teaching  Making Sense of Language Teaching: Teachers' Principles and Classroom PracticesCHAPTER 4  Curriculum Development  French Core Programs across Canada: How Can We Improve Them?  The Use of a Research Model to Guide Curriculum Development  Developing Web-based Curricula: Issues and ChallengesCHAPTER 5  Materials Development  The Textbook as Agent of Change  The Empirical Evaluation 0fLanguage Teaching Materials  Materials Development and Research -- Making the ConnectionCHAPTER 6  Syllabus Design and Needs Analysis  A Critical Look at the Communicative Approach (Ⅰ)  A Critical Look at the Communicative Approach (Ⅱ)  On Notional Syllabuses  Negotiating the Syllabus: A Win-win Situation?CHAPTER 7  Teacher Education  Teacher Training, Development, and Decision Making: A Model of Teaching and Related Strategies for Language Teacher Education  Teachers' Theories in Grammar Teaching  The Sociocultural Turn and Its Challenges for Second Language Teacher Education

章節(jié)摘錄

　　Instead of arguing over whether or not L2 teachers should study,for example, theories of SLA as part of a professional preparation program, attention may be better focused on creating opportunities for L2 teachers to make sense of those theories in their professional lives and the settings where they work （Freeman &Johnson, 1998a; 2004）. From this perspective, the construct of praxis （Freire, 1970） is more suitable for the preparation of teachersbecause it captures how theory and practice inform one another and how this transformative process informs teachers work （Carr & Kemmis, 1986; Edge &Richards, 1998; Simon, 1992）.　　A recent account of L2 teachers praxis is The TESOL Quarterly Dialogues:Rethinking Issues of Language, Culture, and Power （Sharkey &Johnson, 2003）. In this collection of dialogues between TQ readers （classroom teachers） and TQ authors （researchers）, expert knowledge （Kennedy, 1999） as codified in previously published TQ articles provides TQ readers with theoretical constructsand multiple discourses through which they express their emerging under-standings of language, culture, and power in L2 teaching. TQ readers actively link this expert knowledge to their own experiential knowledge as they reframe the way they describe and interpret their lived experiences. These new under- standings enable TQ readers to reorganize their experiential knowledge, and this reorganization creates a new lens through which they interpret their understandings of themselves and their classroom practices. Thus, praxis, as a form of expertise, has a great deal of experiential knowledge in it, but it is organized around and transformed through theoretical knowledge.

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