語(yǔ)言教學(xué)課程設(shè)計(jì)原理

前言

　　近年來(lái)，國(guó)際交往日益頻繁，國(guó)際貿(mào)易急速發(fā)展，出現(xiàn)了一種前所未有的現(xiàn)象：學(xué)外語(yǔ)、教外語(yǔ)、用外語(yǔ)的人多了；研究語(yǔ)言學(xué)和應(yīng)用語(yǔ)言學(xué)的人多了；開(kāi)設(shè)這方面專業(yè)的高校也多了，語(yǔ)言學(xué)碩士生和博士生也多了。就是不以此為專業(yè)，學(xué)習(xí)語(yǔ)言學(xué)和應(yīng)用語(yǔ)言學(xué)的也不乏其人。為了給從事這個(gè)專業(yè)的師生提供便利，同時(shí)又幫助一般外語(yǔ)教師、涉外工作者以及漢語(yǔ)研究者開(kāi)闊思路，擴(kuò)大視野，提高效率，我們獻(xiàn)上這套內(nèi)容嶄新而豐富的叢書(shū)——英文版《當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)》。　　文庫(kù)首批推出54部外國(guó)英文原著，它覆蓋了語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)26個(gè)分支學(xué)科。這批書(shū)是我們與各地有關(guān)專家教授反復(fù)研究之后精選出來(lái)的。出版這樣大規(guī)模的語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)叢書(shū)，這在我國(guó)語(yǔ)言學(xué)界和外語(yǔ)教學(xué)界是破天荒第一次?！　∥覀冞@樣做，抱著什么希望呢？總的說(shuō)來(lái)，是遵循教育部關(guān)于加強(qiáng)一級(jí)學(xué)科教育的指示，在世紀(jì)之交，推出一套書(shū)來(lái)給中國(guó)的外語(yǔ)教育領(lǐng)航，同時(shí)也給一般外語(yǔ)工作者和漢語(yǔ)研究者提供信息，拓寬思路?！　∥覀兿Ｍ@個(gè)文庫(kù)能成為進(jìn)一步帶動(dòng)外語(yǔ)教學(xué)改革和科研的發(fā)動(dòng)機(jī)；我們希望它能成為運(yùn)載當(dāng)代外國(guó)語(yǔ)言學(xué)理論、語(yǔ)言研究方法和語(yǔ)言教學(xué)方法來(lái)到中國(guó)的特快列車；我們希望，有了這套書(shū)，語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)專業(yè)師生就能順利地進(jìn)行工作；我們希望，通過(guò)讀這套書(shū)，青年外語(yǔ)教師和外語(yǔ)、漢語(yǔ)研究者能迅速把能力提高，把隊(duì)伍不斷擴(kuò)大。

內(nèi)容概要

In preparing and teaching second
language courses, language professionals frequently make decisions
in response to learner needs: in choosing texthboks. altering a
sequence of exercises from a textbook. creating classroom
materials, and so on, Yalden puts these kinds of decisions into
perspective, outlining theoretical issues relevant to language
teachers today.
 Set against this theoretical background
are practical suggestions on how teachers can devise classroom
procedures and materials that best fit the linguistic and
communicarive needs of their learners. Emphasis is placed on
gathering information from and about the learner. This leads to the
establishment of frameworks, short language-learning modules which
give support to all of the components needed in a language
course.
 Procedures for ddeveloping main or
supplementary units to new or existing courses are described in
detail. Three complete case studies of courses that the author and
her colleagues developed are included in the book. They contain
numerous examples of resulting course materials.
 ...a most welcome addition to the list
of professional materials that ought to be read. I recommend this
book without qualification.'- TESL Reporter

書(shū)籍目錄

王宗炎序
導(dǎo)讀
Preface
Part l Usable theories
1 Setting up a course
Part ll language teaching and linguistice:current issues
2 Proficiency in a secomd language
3 language functions and pragmatics
4 Discourse analysis and course design
Part lll Form theory to practice
5 Teachers and teaching
6 Teachers and linguists
7 Teachers and course desing
Part IV Farmeworks for second language course desing
8 Syllabus and methodology
9 A proportional approach
10 Three case studies
11 Using framewords
Appendix A Sanple task-based frameworks
Appendix B Frameworks for communications Needs Courses
References
Indes
文庫(kù)索引

章節(jié)摘錄

　　It is difficult, in considering course design, to separate the issues foundin general language programs from those that arise in specific-purposescourses. There are more similarities than one might suppose. The rela-tionship of the syllabus designer may be to a sponsor or employer, orit may be to parents and educational institutions. In each case, however,decisions will be taken by the former that will have a steering effect onteacher-learner interaction. This is true whether the designer of thecourse is the classroom teacher or not. Questions of accountability are also present in both settings. As longas accountability of the teacher to the student, or of the educationalinstitution to the client, is a consideration, the syllabus for a secondlanguage program is not a guide for private use by the teacher. It is arecord. It concerns, in the first instance, the object of the instruction, itssocial purpose. The means also have to be negotiated; but this is asecondary consideration, for in all negotiation, many constraints otherthan those dictated by the physical setting of instruction and the currentstate of pedagogical theory must be considered. For example, constraintsimposed by language planning also have to be considered, since the timeavailable, resources, and motivational factors may all be dependent onthe status of the target language. The age of the learners and content ofinstruction can obviously be affected as well （Bell 1982）. In some cases,one can go even further: Judd states that teaching English to speakersof other languages is "a political act Those of us engaged in teachingof English to non- or limited-English speakers are.., directly or indi-rectly, implementing a stated or implied language policy" （Judd 1984）.All the more reason to work out a statement about the goals of instruc-tion and the means to be used in reaching them.

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