圖書信息
出版社: 浙江大學出版社; 第1版 (2006年8月1日)
叢書名: 外語·文化·教學論叢
平裝: 171頁
正文語種: 英語
開本: 16
ISBN: 7308048942
條形碼: 9787308048941
尺寸: 22.6 x 15.8 x 1 cm
重量: 281 g
內容簡介
《外語課堂交際活動研究》內容簡介：認識蔣景陽老師是在博士課程班。她的求學精神和積極向上的態度給我留下了很深的印象。當她在她的學術專著《外語課堂交際活動研究》將要付梓之前請我寫序時，我欣然答應了。
蔣景陽從事大學英語教學二十年、大學英語教學管理多年，具有豐富的教學和管理經驗。在最近18個學期的由學生進行的教學評估中，她得到17次優秀。可見，她具有的先進教學理念和課堂掌控能力，深得學生的喜愛。可以說，這本有關課堂交際活動的書，是她多年教學經驗的總結，是一部厚積薄發、水到渠成的作品。
改革開放以來，我國的外語教學得到了迅猛的發展，教學規模和質量都有了很大的提高。尤其是最近幾年我國加了世貿組織、申奧和申博的成功等重要事件，使我國在政治、經濟、文化和教育各領域對外開放的廣度和深度有了新的拓展，對能夠使用外語交際的人才的需求也隨之增加。如何培養出具有外語交際能力的人才對我們廣大的外語老師來說是一個挑戰。目前，無論是國內還是國外，專門論述中國大學英語課堂教學的書不多，針對口語交際能力的論著更為稀少。因此，蔣景陽老師的這本專著可以說填補了這方面的空白。
目錄
Introduction
Chapter 1 An Overview of College English Teaching in China
1.1 Teaching Methodology
1.1.1 Grammar Translation Method
1.1.2 The Direct Method
1.1.3 The Audiolingual Method
1.1.4 communicative language teaching
1.1.5 Communicative Language Learning
1.1.6 Suggestopedia
1.1.7 The Silent Way
1.1.8 The'Total Physical Response Method
1.1.9 The Natural Approach
1.1.10 The Present Teaching Methods in China
1.2 The Teaching Staff and the Teaching Facilities
1.2.1 The unsatisfactory Teacher Resources
1.2.2 The Causes of Unsatisfactory.Teacher Resources
1.2.3 Teacher Education
1.2.4 Teaching Facilities
1.3 Syllabuses and Textbooks
1.3.1 The Definition of Syllabus
1.3.2 A Brief Introduction to the College English Syllabus
1.3.3 The 1985 and the 1986 Syllabus
1.3.4 The 1999 Syllabus
1.3.5 The 2004 College English Curriculum Requirements
1.3.6 College English Textbooks
1.4 The CET and CET-SET
1.4.1 The College English Test
1.4.2 The Spoken English Test
1.5 The Needs of the Units and Students
1.6 The Present English Level of College English Students"
1.7 Teaching Reform
1.7.1 Teaching Approach
1.7.2 Teaching Mode
1.7.3 Focus on Communicative Ability
1.7.4 Better Classroom Organization
1.8 Course Design
Chapter 2 Related Concepts in Second Language Acquisition
2.1 Communicative Competence
2.2 The Input Hypothesis
2.3 The Output Hypothesis
2.4 Interaction Hypothesis and Language Acquisition
2.5 The Intedanguage
2.6 Negative Feedback
Chapter 3 Classroom Interaction and Second Language Acquisition
3.1 Classroom Interaction
3.2 Teacher-student Interaction
3.3 Student-student Interaction
3.4 Negotiation of Meaning
3.5 Classroom Participation Patterns
Chapter 4 Different Forms of Activities and Language Learning
4.1 Distinctions between Language Activities
4.1.1 McTear's Distinction
4.1.2 Paulston and Bruder's Distinction
4.1.3 William Littlewood's Category
4.1.4 Ellis's Framework
4.1.5 Brown and Yule's Distinction
4.1.6 Van Lier's Framework
4.1.7 Bygate's Distinction
4.1.8 Prabhu's Category
4.1.9 Clark's Communicative Activity Types
4.1.10 Patti son's Seven Activity Types
4.1.11 Chaudron and Valcance's Activity Types
4.2 Group Work
4.2.1 The Advantages of Group Work
4.2.2 The Disadvantages of Group Work
4.2.3 Fallacies of Group Work
4.3 Explorations into Some Communicative Activities
4.3.1 monologue
4.3.2 Pair Work
4.3.3 Role Play
4.3.4 Simulation
4.3.5 Information Gap Activity
4.3.6 Problem Solving
4.3.7 Opinion Exchange
4.3.8 Brainstorming
4.3.9 Skit/Putting on a Short Play
4.3.10 Games
4.4 Communicative Activities and Language Learning"
Chapter 5 Roles of the Teacher and the Learner.
5.1 The Teacher's Role.,
5.1.1 From a Controller to an Organizer
5.1.2 From an Instructor to a Facilitator
5.1.3 From an assessor to a commentator"
5.1.4 From an Actor to a Director
5.1.5 A Co-communicator or Participant
5.1.6 A Consultant or prompter
5.2 Learners' Role"
5.2.1 From a Quiet Listener to an Active Participator
5.2.2 From a Recipient to a Creator
5.2.3 From a follower to an Initiator
5.2.4 From a Speaker to a Communicator
5.2.5 From a Passive Learner to an Autonomous Learner.
Chapter 6 Principles of Designing Communicative Activities
6.1 Maximizing Participation by Assigning Roles to Each Participant
6.2 Information Gap as a Goal for Interaction
6.3 Meaning Negotiation for Generating More Input
6.4 Promoting Long Turns
6.5 Communication-based Activities for Real Communication
6.6 The Cultural Dimension
Chapter 7 Suggestions for Organizing Oral Activities
7.1 When Students Are Not Motivated
7.2 When Learners Do Not Open Their Mouth
7.3 When Learners Resort to Their Mother Tongue
7.4 When Learners Don't Achieve Mutual Understanding
7.5 When Learners Make Linguistic and Non-linguistic Errors
7.6 When the Audience Doesn't Listen
Chapter 8 Summary
References
